DOCU!ENT RESUME

ED 099 023 95 JC 740 464 AUTHOR Hiller, H. Lynn TITLE A Report on the Results of the Administration of the Student Characteristics Survey. INSTITUTION Central Florida Community Coll., Ocala. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE Jun 74 GRANT OFG-0-73-1180 NOTE 77p.

EDRS PRICE HF-$0.75 HC -$4.20 PLUS POSTAGE DESCRIPTORS Associate Degrees; *College Students; *Community Colleges; Data Analysis; Parental Background; Post Secondary Education; *Profile Evaluation; Socioeconomic Background; *Student Characteristics; Surveys; Tables (Data); Technical Reports; *Test Results IDENTIFIERS Higher Education Act Title III; *Needs Assessment Project ABSTRACT A Student Chara'teristics Nodule was developedas part of the Needs Assessment Project of the Central Florida Community Colleges' Consortium. Utilizing student admissions applications,a student characteristics survey was made of the personal and socioeconomic characteristics of 2,905 students admitted toCentral Florida Community College 1971-73. Sixteen major fields ofst,;,:y were identified and cross-tabulated against 15 characteristics:sex, marital status, number of dependents,race, full-time or part-time status, father's occupation, father's education, mother's occupation, mother's education, student's daily round-trip commuting mileage, source of financial support, family income, total score on the Florida Twelfth Grade Placement Test (FTGPT) rank in highschool graduating class, and age. In addition, each characteristicwas cross-tabulated against two broad classifications of students--those intending to obtain an Associate of Arts (AA) degree and those intending to obtain an Associate of Science (AS) degree. Resultsof the survey showed no significant differences insex or racial distribution in the two degreeareas. The AA students were, however, more likely to be single than the AS students and were more likely to be full-time students. The educational backgrounds of theAA students' parents tended to be stronger than those of theAS students' parents. The AA students' scoreson the FTGPT were somewhat higher than those in the AS group. Is agroup, the AS students ranked lower in their high school graduating class and relied much lesson their parents for financial support. The college's black students tended to enroll heavily in some programs but infrequently inothers. (Twenty tables provide the survey data.) (DB) Pr\

(NI US DEPARTMEhtO- nEALTH EDUCAT4uNa*Et FARE CD NATIONAL IttSTrt. tE OF . EOOCA10Fa t CoPle . 1

I : i It .' w F " '

A REPORT ON THE RESULTS OF THE ADMINISTRATION OF THE STUDENT CHARACTERISTICS SURVEY STUDENT CHARACTERISTICS MODULE

Prepared by: CENTRAL FLORIDA COMMUNITY COLLEGE

for the NEEDS ASSESSMENT PROJECT Central Florida Community Colleges' Consortium

Central Florida Community College's Needs AssessmentProject Staff: Dr. Henry E. Good lett, President Central Florida Community College

Document Prepared by: Mr. William H. Jackson, Director Mr. H. Lynn Miller, Director of Research and Developmentand Division of Business and Social Fiscal Officer, Needs Assessment Sciences and Project Officer, Project Needs Assessment Project

June, 1974

The research report hereinwas performed pursuant to a grant with the Offi,..e of Education, U.S. Department of Health,Education, and Welfare. Contractors undertaking such projects undergovernment sponsorship are encouraged to express freely their professional judgmentin the conduct of the project.Points of view or opinions stated do not, therefore,necessarily represent official Office of Education positionor policy.

Funded by the United States Office of Education Title ILI HEA, Project No. OEG-0-73-1180 PREFACE

This Student Characteristics Module isone of seven modules developed

by the Central Florida CommunityCollege Consortium during the period1973- 1974.The seven modules, along witha core model, comprise the Needs Assessment Project whichwas funded by the United States Office of Education under a Title III grant.

The Student Characteristics Module,completed during the summer of

1974, is designed to enablea college to develop a characteristics profileon all of its students,as well as separate profiles on all students who have enrolled in each programor major field of study.It is anticipated that the data can be used to determine whetherspecific characteristics profilesarc related to students' choices ofprograms or major areas of study, as wellas to ditermine whether certain segments of thepopulation are not being ade- quately served by the college.The data may also be used for the improvement of instruction by making it possibleto classify groups on the basis of their propensity to adapt more readily toone method of instruction than another. Regarding this latter use of the data,there is appended to this report a summary of Central Florida Community College'sexperimental use of such characteristics profiles duringthe summer of 1974, wherein eachfaculty member was provided witha student characteristics profile covering each class he was teaching.It should be noted that (1) the results ofthat experiment are now in the process of being analyzed, and (2)the entire student character- istics module has yet to be tested andvalidated.Nevertheless, the results obtained from the initial 1971-73 studentcharacteristics study have suggested some tentative conclusions which are discussed in thelatter segments of this report. ACKNOWLEDGMENTS

In developing this module it was the good fortune of the Pro;ect Officer

to receive excellent guidance and assistance from several individuals.Dr. Katie D. Tucker, Director of the Needs Assessment Project,identified the framework for the student characteristics profile study andprovided the expertise and sound judgmentnecessary for its completion.Dr. John M. Nickens, director of the University of Florida's Inter-InstitutionalResearch Council, was instrumental in writing the computerprogram which made it possible for the characteristics data to be processed andpresented in a most usable form. Mr. William H. Jackson, project fiscal officer,provided valuable insight with respect to the feasibility of thestudy, and the members of the Consortium Board of Directorsas well as the six other project officers gave freely of their advice as the module progressed.Finally, Mrs. Sandra K. Bullock should be cited for her excellent typing and layout of thereport.The project officer, of course,assumes full responsibility for this segment of the Needs Assessment study. TABLE OF CONTENTS

Page

Introduction 1

Summary of Student CharacteristicsModule 2

Review of Literature 5

Input-Output Process 10 Analysis of Results 12

Implications to Central Florida CommunityCollege 43 Sufficiency of Data 45

Critique of Study 47 Conclusions 49 Additional Suggestionson the Use of Student Characteristics Data 51 Summary 53 Appendix

A -- CFCC Application Form 54 B A Practical Application of Student Characteristics Profiles 66

C -- Faculty Questionnaire 68

Bibliography 69 LIST OF TABLES

Number Title Pa gr.

1 Student Characteristics Survey Input-Output Process 11

2 Average Data Summary (2, 905 Students Admitted to CFCC from 1971-1973) 17 Characteristics of Students by Individual Program-- Compared with those of all Associate of Arts Students, all Associate of Science Students, and all Students Admitted to CFCC from 1971-' 973:

3 Business and Management (A.A. students) 2 i

4 Architecture and Engineering (A.A. students) 24

5 Fine Arts and Foreign Languages (A.A. students) 24

6 Health (A. A. students) 25

7 Home Economics and Education (A.A. students) 26

8 Letters, Communications and Library Sciences (A. A. students) 28

9 Mathematics and Computer Sciences (A. A. students) 29

10 Physical Sciences, Agriculture and Biological Sciences (A.A. students) 31

11 Psychology, Public Affairs and Social Sciences (A. A. students) 32

12 Interdisciplinary (A.A. students) 33

13 Agriculture (A. S. students) 36

14 Health (A. S. students) 37

15 Office (A.S. students) 38

16 Unclassified Occupational (A. S. students) 39

17 Technical (A. S. students) 40 Number 4rtitle .- Page

18 Law Enforcement (A. S. students) 4Z

19 Percentage of Black Student Enrollment by Program or Majcr Study Area 45

20 Data Gaps 46 INTRODUCTION

As an integral part of the Needs Assessment Project theconcept of a student characteristics survey was considered during the summer of 1973and became an official segment of the project during the latterpart of that year. Representing Central Florida Community College's role in theproject, the survey initially was to have been conductedamong 100-200 students of the college on a random basis and was to haveas its objectives the determination of (1) the type of student attending the college, (2) what thestudent wants from his college education, (3) what the status of the student's educationalprogram is, and (4) what the student thinks of the college environment. However, because of the wealth of data already availableon its students, it was decided that the survey should incorporate instead the personaland socio-economic information on the 2,905 students admitted to Central Florida Community College bf.ttween 1971 and 1973, andon whom information already had been stored in the college's data banks.With a few exceptions, the data were quite complete and enabled the project officer to develop a comprehensive profile on each group of students who had enrolled ina specific program or field of study. Just how the student characteristics module was designed to relate to the other six modules comprising the entire Needs Assessment Model is reflected in the fact that the student characteristics module providesa means by which the college can, with relative ease, obtain, program,compare, and analyze data on its students.Such a process, in conjunction with the six other Needs Assessment modules, will enable the college tc ascertain whether it is meeting 2 its avowed goals and achieving its purpose; whether it is meeting the expressed employment needs of the community; whether it has provided sufficient support for each of its programs; whether there are additional programs that it needs to develop; whether its students tend to remain ir. the fields in which they were trained; whether it is regarded favorably by the community in terms of its efforts to meet the perceived needs of that community; and whether its internal organization and decision-making pro.ss enable it to adjust readily to changing conditions and to facilitate.the modification of its programs and course offerings when necessary. Thus the student characteristics module, taken alone, has considerable usefulness, but its worth is enhanced when considered in the context of the entire Needs Assessment Model.It tends not only to complement the other modules but also to bridge the gap between on the one hand, expressed community and employment needs, and on the other hand, the holding power of the college's programs and the ability of its students to satisfy employers after they have completed their college studies.

SUMMARY OF STUDENT CHARACTERISTICS MODULE

The student characteristics survey was designed to determine thepersonal and socio-economic characteristics of 2,905 students admittedto Central Florida Community College during the period from 1971-1973. Through this survey the college hoped to be able to identify segments of the population not being served and to determine whether specific characteristics profilesseem to be related to students' choices of programs or majorareas of study. Utilizing student admissions applicationsas the source of information, 3

the personal data had been key-punchedand placed in the college's data banks. For the purpose of implemr:nting thismodule the data were programmed by the Inter-Institutional Research Council andwere processed by the Northeast Regional Data Center at the University ofFlorida. Criginally there were identified 79separate programs or fields of study i.i which students had indicatedan intention of majoring.However, such a large number of major fields provedunmanz.geable from an analytical pointof view, and the 79 were combined into 16major study areas.Each field of study was cross-tabulated against 15characteristics.These included sex, marital status, number of dependents,race, full-time or part-time status, father's occupation, father's education,mother's occupation, mother's edu- cation, student's daily round-tripcommuting mileage, source of financial support, family income, totalscore on the Florida Twelfth Grade Placement Test, rank in high school graduatingclass, and age. As an added procedure, each characteristicwas cross-tabulated against two broad classifications of students, i. e., those who intendedto obtain the Associate of Arts degree and those who aspired toward the Associateof Science degree. The profiles of these twogroups of students proved to be quite different, and between specificprogram areas there also appeared to be significantstudent characteristics differences.Between the two degree areas (A.A. andA.S.) there were no significant differencesin sex or racial distribution.However, the A. A. studentswere more likely to be single than the A. S. studentsand were much more likely to be full-time students.The educational backgrounds of the parents of the A. A. studentstended to be stronger than those of theA. S. students' parents, and the A. A. students'scores on the Florida Twelfth Grade 4

Placement Test were somewhat higher than were those of the A. S. students. As a group, the A. S. students ranked lower in their high school graduating classes than did the A. A. students, and the A. S. students relied much less on their parents for financial support than did the A. A. students. Regarding specific stuff nt groups, it is noteworthy that the college's black students tended to enroll heavily in some programs but only infrequently in others.Also, about 25 percent of the entire student group scored less than 150 on the FTGPT, and another 25 percent scored over 350 on that test.Too, it should be noted that not having completed high school were 44 percent of the fathers of our students, but only 20 percent of the mothers. Thus, the characteristics profiles of students enrolled in many programs proved to deviate significantly from the norms, although in a few cases the variations were not really significant.However, the survey overall has proven to be sufficiently revealing to suggest that othel community colleges would also benefit from a similar analysis of the characteristics of their students. 5

REVIEW OF LITERATURE

Many experienced teachers are aware of the variables that tendto determine what kinds of students arc likely to attend college. On the other hand, fewer teachers may havesome conception of why students choose one area of study over another, particularly as their choices may be related to socio-economic factors. Sewell and Shah (12) surveyed 100,000 Wisconsin students who graduated from high school in 1957, and followed thatup with a survey of one-third of those students seven years later.They found that both socio-economic status and intelligence have impactson the student's decisions on whether to consider college, on whether to attend college, andon whether to remain in college until graduating.For the females, socio-economic status seemed to havea greater effect than intelligence, while for the males the intelligencefactor seemed to be the dominant influence.Socio-economic status appeared to have the greatest effect on who actually attended college, while intelligencewas more significant in determining who will graduate.

The findings of Sewell and Shah bore out the earlier conclusionsreached by Wolf le (14).In a 1954 study he had concluded that, The probability of enrolling in college decreasesmore sharply as one goes down the ability scale for children from economically and socially less favored homes than it does for children from more favored homes. After entering college,the situation changes.The student by then has overcome most home environment handicaps, and from then on his likelihood of gradu- ating depends much more on his ability and much lesson his family background.

Within the broad range of socio-economic factors and their effecton college attendance, there have beennumerous studies.Sewell and Shah (11) 6

in a 1968 follow-up study of the Wisconsin studentspreviously cited, attempted to determine the effect of parents' educationon their children's college plans. Regardless of the level of the child's intelligence, the educationalachievements of both of his pa rents tended to affect positively hisencouragement, actual attendance, and graduation from college.It appeared that, overall, the educational atV:inment of one parentwas no more significant than that of the other.Based on socio-economic levels, however, therewere some exceptions. For instance, with respect to families where the educationalattainment of the parents was low to middle, any discrepancy between the educationalattainments of the parents seemed to be reflectedmore significantly by the father's educational attainment, with that attainment exerting thegreatest influence on the child's college plans.Again, it was the father's education which carried the greatest influence on high intelligence children infamilies where there existed a discrepancy between parents whereone had a high level of attainment and the other either a low or Tniddl.e level of attainment.However, a similar discrepancy seemed to lead to the mother's educationallevel's exerting greater influence on a low intelligence child.For the entire sample, the male children were affected more by the father's level ofeducation, while female children were equally affected by both mother's and father'seducational levels.The educational attainments of both parents seemedto have a slightly greater effect on the female children thanon the males. In another study Adams and Meidam (1) found that fathersrepresenting white-collar occupations seemed to havean influence on their children's college plans in 76 percent of the white-collar families, while blue-collarfathers in- fluenced their children's college plans in only 27percent of those families. 7

They found that the first born in white-collar familieswere the most likely of the children to attend college, and that the female chile's likelihood of attending college decreased with each additional brother in her family.However, those investigators were not able to identify any consistent pattern of birth order differences with respect to college attendance, noting that four other studies had yielded four different results. Regarding the socio-economic status of community college students, Schoenfcldt ( 9) in sampling some 400,000 students on a randombasis found that community college stud ats were characterized either by high socio- economic status but below average ability, or by low socio-economic status, but above average ability.Males were fairly evenly distributed over the entire range of socio-economic quartiles, while more femaleswere represented by the highest socio-economic quarter than byany other quarter. The measure of socio-economic status included such factorsas family income, value of the home, number of books in the home, number of appliances, televisionsets, and radios in the home, the father's occupation and education,the mother's education, and whether the student had been provided with hisown room at home. In a similar study, Cooley and Becker (4) compared community college students with university students as well as with non-collegepersons.Socio- economically the community college students seemed to fall somewhere between the non-college group and the university group, butwere more like the uni- versity group.In predicting whether a student would attend a community college the investigators identified, in the order of their importance, such factorsas whether the student had his own room with a desk anda typewriter; the student's 8 father's occupation; and the student's mother's educational level.Of lesser importance were the father's education, the number of books in the home, and the number of electrical appliances. Cooley and Becker concluded that, although much is known regarding student ability as it relates to college attendance, not too much is known about socio-economic factors and their effect on college attendance.It was their hope that additional research regarding the latter would someday permit infer- ences to be made regarding which factor ability or socio-economic status-- is the more important. With respect to the student's choice of acareer, and thus of a specific educational program, a great deal of research has been conducted.Roe ( 7) has noted that a person's choice of an occupation reflectsa whole complex of genetic and experiential variables, with environment playingan important role. Roe contends that individuals seem to be attracted either to vocations whichare persons-oriented, such as the service, business, general .cultural,or arts and entertainment fields; or to vocations which are non-persons oriented, suchas organizations, technology, science, or outdoor occupations. Drawing heavily on the work of Roe and several other researchers, Holland (5) developed a theory of cognitive styles related to vocational interests. He concluded that the occupational world is divided into six cognitive styles: realistic, investigative, artistic, social, enterprising, and conventional. Campbell and Holland (3) modified the Strong Vocational Interest Blankso that students can be measured with respect to their tendency towardany one of the six cognitive styles.After using those tes' items on students on four separate campuses, Johansson ( 6 ) was able to identify specific occupations relative to 9

each of the cognitiveareas.

Through such testing and associated counseling,the student may be provided with a useful means of choosingan occupational field.However, do there appear to be any relationships betweenthe student's socio-economic background and his choice of an occupation? Berelson and Steiner (2) have noted thatlower class youths seem to be much more restricted in their occupationalchoices than are upper class youths, largely as a result of differences in education,expectations, awareness of alternatives, and their need for immediateemployment. To test the assumption that the occupat: Alai aspirations of highschool graduates are related to their socio-economic status, Trent and Medsker (13)compared the occupational aspirations of 582 students representing threelevels of socio-economic status, with status being based on father's occupation.Their findings, however, indicated "no statistically significant relationshipbetween socio-economic status and occupational choice forany of the groups." They concluded that "the relationship between socio- economic status and vocational choice was nominal compared with the relationship between ability andvocational choice." Though not denying the importance ofintelligence in the occupational aspirations of college-age youths, Sewell,Haller, and Strauss (10) concluded that the social status of the family tendsto have an equally strong bearingon such aspirations. On the other hand,Rosen ( 8), although noting that social class is consistently related to achievementmotivation, cautioned against singling out any one demographic factoras the sole determinant of such moti- vation. 10

INPUT-OUTPUT PROCESS

In order to generate the data necessary fora student characteristics survey the following procedure is recommonded:

(1)Require each student to complete, at the time of hisadmission to the college, an application similar to theone appended to this report.(See Appendix A.) (2)After determining that allnecessary data have been provided, code the data utilizing a numberingsystem which is compatible with the college's computer capabilities. (3)Prepare punched cards for data storage. (4)Utilizing the program developed by theInter-Institutional Research Council, cross-tabulate (a) programs againststudent characteristics, (b) all Associate of Arts students and all Associateof Science students against the characteristics, (c) all studentsagainst the character- istics, and (d) all students by class, byinstructor. (5)Review computer printouts andprepare a student characteristics profile for each program and foreach class. (6)Evaluate profiles in terms of their differencesas well as their usefulness in reflecting the kinds of studentswho tend to enroll in specific programs and classes. 11 prcT '"PUTLE Table I

STUDENT CHARACTERISTICS SURVEY Input-Output Process

Admissions Application Completed by Stiutint

Code Data

Prepare Compute r Programs le, Data Analy

Cr os-stabulite Creel; -tabulate Croas-tabulate Data for A. A, Cross-tabulate Data for all Data against Enrolled Students Students and A. S. students Mt Programs By Class Separately By Instructor 111..11wwwww..pasmearwwwwwwwwwe OMIWrIfealftle.wolIt

Review Compare Demonstrate Characteristics Cha racteristics Prepare Profile Characteristics of Entire Sample of A.A. and AS. for Each Program of Students in Students Each Class

IMMO. Outp it for Output for Planning and Compare Profiles Planning and Counseling fur and Coro f aft with Show Range of College Parall.I A. A. Data, A. S. Counseling and C Academic Abilities thin Programa Data, and Entire in Each Class Sample Dita

Output for Output for Academic Com- Individual mittees and Dept. Instructors & for Chairmen Planning and Counseling 12

ANALYSIS OF RESULTS

INTRODUCTION

In analyzing the results of the studentcharacteristics survey conducted by Central Florida Community College,three separate approaches were used. These included: ti) An analysis of the characteristicsof the entire sample of 2,905 students, (2) A comparison of the characteristicsof those students who intended to obtain the Associate of Arts degreeand those who aspired toward the Associate ofScience degree, and (3) An analysis of the characteristicsof students enrolled in each of the 16 program or major field ofstudy areas, with a comparison of theircharacteristics and those of all students enrolled in either Associate ofArts or Associate of Science programs, whichever wasappropriate for the smaller group being analyzed. Analy sis of data .covering the entire sampleaf2,905 students: Of the entering students, 53.0 percent weremale and 47.0 percent were female. Some 65.0 percent were single,and 35.0 percent were married.There were no separateclassifications for widowed, separated, ordivorced students. With respect to the number ofdependents per student, the survey showedthat 72.0 percent of the students claimed nodependents, 9.4 percent had one dependent, 8. 9 percent had two dependents, 4.6percent had three dependents, and5.1 percent had more than threedependents. Regarding race, 8L 2 percent of the students werewhite, 16.6 percent were black, and 2.2 percent were membersof other races. Also, the tabulationshowed 59.9 percent of the students asfull-time, and the remaining 40.1 percent aspart- time. The survey divided the occupationsof the students' fathers into 11 13 categories. Among the more significant categorieswere professional, technical, and managerial (28.6 percent); clerical and sales (11.4 percent); service occupations (19.0 percent); farming (5.0 percent); and structural (10.2 percent). A sizeablegroup of retired fathers accounted for an additional 16.0 percent.

in contrast, the mothers of the studentswere segmented as follows!in the professional, managerial, and technicalgroup (13.2 percent); clerical and sales (15.5 percent); and service occupations (14.4 percent).The remaining 57 percent of the motherswere shown either with no occupation at all (50.1 percent); retired (4.4 percent);or engaged in a variety of other occupations (2.4 percent).

Education-wise, some 45.0 percent of the fathers ofthe students had not graduated from high school; 30. 9 percent had completed highschool; 12.4 percent had attended college but had received no degree; 6. 5percent had received degrees from four year institutions; and 4.4percent had done work beyond the bachelor's degree.It is noteworthy that only .8 percent of the fathers had received the Associate of Arts degree. Among the mothers of the students,on the other hand, only 21.4 percent had not completed high school; 53.4 percent had finishedhigh school; 15.5 per- cent had attended college on a non-degree basis; 6. 9 percent had receiveda bachelor's degree; and 1.4 percent had studied beyond thebachelor's level. As with the fathers, only a small percentage of the mothers (1.5percent) had received Associate of Arts degrees. The data reveal that 24 percent of the students reporteda family income of less than $7, 500 per year; 19.3 percent had a family income 14 between $7, 500 and $12, 000; and 22.2 percent had a family income in excess of $12, 000.There were 34.5 percent:of the students who were unable to estimate their family income. Insofar as their own sources of financial sup- port were concerned, 46.8 percent of the students relied primarily on their parents; 38.1 percent were essentially self-supporting; and the remaining 15.1 percent received their support from the government through suchsources as veterans' benefits, social security payments, pensions, and disability benefits. Age-wise, 14.7 percent of the students were either 17 or 18; 29.9per- cent were either 19 or 20; and 13.1 percent were either 21 or 22.In short, 75 percent of the students were less than 26 years of age, and only 5. 3 percent were over 44.The average age of the incoming students was 24. 5 years. With respect to their total scores on the Florida Twelfth Grade Placement Test, 22.7 percent of the students scored less than 150 (out of a possible 495), while 26.7 percent scored over 350.Thus about half of the students scored between 150 and 350.It should be noted that there were no scores available on 1,291 of the 2,905 students: however, the 56 percent sample represented here is considered quite adequate. Insofar as their ranks in their high school graduating classes were con- cerned, the survey indicates that 46. 2 percent of the students ranked in the lower 40 percent of their classes; 16.7 percent were in the 41-60 percentilerange; 13.3 percent were in the 61-80 percentile range; and 23.8 percent ranked in the top 20 percent of their graduating classes. Finally, the survey shows that 32.0 percent of the students drove more than 20 miles a day in commuting to the college. 15

Corn :orison of Associate of Arts Students and Associate of ScienceStudents Of the 2,905 students surveyed, 1,539 considered' themselvesAssociate of Arts degree students, while 963 intended to obtain Associate ofScience degrees.The remaining 403 did not indicateany degree preference. Between the two degree areas there were virtuallyno differences either in the sex or racial distribution of the students.liowever, a comparison of single students and married students revealed that thesingle students com- prised 75 percent of those in Associate of Artsprograms, but only 50 percent of those in the. Associate of Scienceprograms. Some 79.4 percent of the Associate of Arts students, and 62.4percent of the Associate of Science students claimedno dependents, while only 6. 8 percent of the Associate of Arts students as compared with 12.4percent of the Associate of Science students claimed threeor more dependents. The Associate of Arts studentswere about twice as likely to be full- time as were the Associate of Science students (76.5percent vs. 37.5 percent), and the Associate of Arts students tended to relymore on their parents for financial support than did the Associate of Science students(51.2 percent vs. 37.6 percent).Concomitantly, the Associate of Arts studentswere lets likely to be self-supporting than were the Associate of Science students (34percent vs. 47.5 percent), while about 15 percent of eachgroup derived their support primarily from government benefitsor payments. The distribution of family income within the ranges cited earlier, i.e., less than $7,500; between $7, 500 and $12, 000; and over $12, 000, was thesame for each group of students. Regarding the educational backgrounds of the twogroups, the data show that the Associate of Arts students scored somewhathigher as a group on the 16

Florida Twelfth Grade Placement Test than did the Associateof Science students.For instance, scoring less than 150 on that testwere 21 percent of the Associate of Arts students and 24.7 percent of theAssociate of Science students.By the same token, scoring over 350were 29.8 percent of the Associate of Arts students and 23.6 percent of the Associate ofScience students.There were 56.6 percent of the Associate of Arts students who scored higher than 250 on the test, compared with 46.9percent of the Associate of Science students.

The students' rank in their high school gradv:ating classesfollows a pattern similar to that shown by their scores on the Florida Twelfth Grade Placement Test.For instance, 42.5 percent of the Associate of Arts students ranked in the lowest 40 percent of their high school graduatingclasses, com- pared with 53.1 percent of the Associate of Sciencestudents.By the same token, ranking in the top 20 percent of their high school graduatingclasses were 28.9 percent of the Associate of Arts students and 14.5 percent of the Associate of Science students.These disparities would not be so pronounced were it not for the fact that a large percentage (66.5 percent) of the Unclas- sified Occupational students ranked in the lowest 40 percent oftheir high school graduating classes. With respect to the educational backgrounds of the students'parents, it is noteworthy that not having completed high schoolwere 39.7 percent of the fathers of the Associate of Arts students, and 50.6percent of the fathers of the Associate of Science students.In this same category were 17. 7 percent of the mothers of the Associate of Arts students, and 24.8percent of the mothers of the Associate of Science students.Having had some college itiorvsy bayed ors 1.905 asulents admitted ts. CFCCProfit 1971.18751 17 6y taAot DATA _SUMMA RY

A. A. r .1 tit Student Ch.+ rattriaric S is%;Ibr .1'414etl-t. Nunnbet Percent 1. WU 1-cmtle 721, 47.2 452 46.9 \Lite $14 52.8 511 53.1 2 . MA f t 1T4 2. sTA rtys/ .6.001, IP 1,149 75,0 485 50.5 3B2 T.S. 0 476 3.NC). !seri NitrNTS / 49. 5 Ni.ne 1.222 79.4 601 62.4 One 119 7.7 118 12.3 Twat 95 6.2 125 13.0 Three 44 2.9 73 wtort Von thtee 7.6 ltAce CO 3.9 46 4.8 Unite 1.252 81.4 793 82.4 Blurt. 24,8 16.1 136 16.2 39 2.5 11 1.4 S. CDE:.1 A Ti's/ Pt.11.ttitie 1.151 7.5 348 37.5 rt.ttni. 354 23.5 580 62.5 .14E-, 372 30.3 172 25.7 Clerical 151 12.3 64 9.6 Service 232 18.9 324 18.3 Ydifilang 52 4.2 45 6.7 Processing 12 1.0 7 1.0 Me clune 35 2.9 bench 31 4.6 4 .3 6 .9 Structural 134 10.9 58 8.7 MiacellAneuus 30 2.4 22 3.3 None 18 1.5 18 2.7 Retire.! 18( 15.2 1TA 18.4 7. t:.1)1."CA!tit --..- I.r than high actiuol 595 39.7 %Is. 50.6 High school 502 33.5 263 28.2 Sume college 211 14.1 100 10.7 A.A. degree 10 .7 10 1.1 4.year degree 103 6.9 54 ZO 4 5.8 Teter direr 77 3 1 34 3.6_ 8.MOTHER'S et PA :4 Cd Prole .ssonal 202 15.3 77 10.3 1-4 Clerical 212 16.1 105 14.0 Service 186 14.1 106 14.2 Farming 6 .5 3 Processing .4 .4 . 3 Machine .4 2 .2 1 Bench .1 3 .2 1 .1 Structural 2 .2 3 .4 Miscellaneous 9 .7 11 1.5 Norse 648 49.1 393 52.5 Retired 43 3,3 46 6.1 MOT FOUCAVON Less than high scinol 227 17.7 180 24.8 Nigh school 718 SS.9 364 50.1 Some college 195 15.2 126 17.3 A. A. degree 22 1.7 10 1.4 4-year degree 100 7.8 39 5.4 Lyear der,IPPplwo 23 1.8 8 1.1 10. liOUNI). M:L.f DALIN / Less than 10 miles 188 65.6 541 71.3 20 miles or !wire 466 34 4 218 2 7 SC/Viler (.1iL..1'NANC.:A I. SUPPORT Parent 635 51.2 230 37.6 Sell and family 422 34.0 290 47.5 C,,vcrnment 183 14.8 91 14,9 C.C7mt./ Less than $7,500 344 24.3 214 23.S $7,500 . $12,000 278 19.7 177 19.4 112,000 and over 341 24.1 182 20.0 Can't C.It I rnIs tr 450 31.8 339 37,2 13. ytor; WIALS 0.150 219 21.0 92 24.7 350.5n0 311 29 8 88 23 6 14. RANK 11`: t4:(114 SCHOOL. CRADUAT1NG CLASS / 0-40 507 42.5 344 53.1 41-60 203 17.0 104 16.0 61.80 139 11.6 106 16.4 345 211. 9 9 15. AG)". 17 vs' under 22 1.4 7 .7 18-10 826 63.6 288 29.9 21.44 656 42.6 585 ' 60.7 0.er 44 36 2.) 83 8.6 18

training (but not. necessi,rily having receiveda degree) were 211.8 percent of the fathers of the Associate of Arts students and 21.2percent of the fathers of the Associate of Science students. Again,in the same category were 26.5 percent of the mothers of the Associate of Arts studentsand 25.2 percent of the mothers of the Associate of Science students. Regarding the occupations of the parents of the students,there were several differences worth noting.For instance, the fathers of the Associate of Arts students weremore likely to be employed in a professional, technical, or managerial capacity (30.3 percent) than were the fathers of theAssociate of Science students (25.7 percent).Also, fathers of Associate of Arts students tended more toward clerical occupations (12.3percent) than did the Associate of Science students' fathers (9. 6 percent). Onthe other hand, the fathers of the Associate of Science students seemeda bit more inclined toward agri- cultural and machine occupations thanwere the Associate of Arts students' fathers.

With respect to the students' mothers, those of theAssociate of Arts students were more likely to be employed ina professional, technical, or managerial capacity (15.3 percentvs. 10.3 percent) or in a clerical occu- pation (16. 1 percent vs. 14 percent).The differences within other occupations were insignificant.However, thr mothers of Associate of Arts studentswere more likely to be employed in some capacity than were the mothers of the Associate of Science students (47.6 percentvs. 41.4 percent). Finally, 34.4 percent of the Associate of Arts studentscommuted more than 20 miles each day, compared with 28.7percent of the Associate of Science students.On the other hand, the Associate of Science studentswere older, with 19

with their average age being 25.9 compared with an averageage for the Associate of Arts students of 22.7. In summary, then, the typical Associate of Arts student tends to be r4ngle, white, and about 23 years old.He tends to rely on his parents for financial support and lives farther from the campus than does the typical Associate of Science student.He tends to be a full-time student, he scored considerably higher on the FTGPT than did his Associate of Science counter- part, and he ranked higher in his high school graduating class.Also, his parents' educational background was stronger, both in terms of having gradu- ated from high school and in having attended college.Both his father and his mother were more likely to be employed in a professional, technical,or managerial capacity. The typical Associate of Science student, on the other hand, tends to be white, about 26 years of age, and 4 ,s as likely as not to be married. He tends to be self-supporting, has more dependents, and lives closer to the campus than does the typical Associate of Arts student.He is more likely to be a part-time student, he scored considerably lower on the FTGPT than did the typical Lssociatc of Arts student, and he tended to rank lower in his high school graduating class.His parents were not so likely to have graduated from high school or attended college as were the parents of his Associate of Arts counterpart.The Associate of Science student's fatherwas more likely to be employed in farming or machine work, and both his mother and his father were less likely to be employed in a professional, technical,or mana- gerial capacity. 20

Comparison of the characteristics of students enrolled in specificprograms or major fields of study: ti As indicated earlier, the original group of 79program and study areas proved unwieldy, so those were consolidated and re-grouped under 16 major headings -- 10 in the Associate of Arts area and six in the Associate of Science field. Although the characteristics of the students in those two broadareas have already been compared, it appears thateven within those fields the specific programs or fields of study tend to attract different kinds of students. in the following analyses of the major fields of study the characteristics of the students in each field are compared with the characteristics of all students in either the Associate of Arts area or in the Associate of Sciencearea, whichever is appropriate. Associate of Arts Programs and Fields of Stud Business and Management (168 students) In this area the males outnumbered the females four to one, and about three-fourths of the students were single.Enrollment was largely white (85 percent), and 78.4 percent of the students were full-time.Both mothers and fathers of these students were more likely to have completed high school and were more likely to be engaged in professional, technical, or managerial occupations than were the parents of the composite Associate of Arts student. Students in this field tended to rely more than normallyon government as their primary source of financing, though parental assistancewas still the most important source. (.14APAC It s F sTe DEN TS aY 114101VileA1. PRAJCPA1.2 Comps:eel v.,rtt rt"sse al! A late As ter.:rients. 411 Ass... sate 21 of Scialii e et viente. and .11 students ediii:tred t.. CFCC fret.) 1171-1973

2,'e11. 15uSincests anti All A.A. itegrov All A. S. Degree Studtf.t( 1, .s .1 t to rastsc Swag:lit NeilAesnent Sample Pt-its-aims Programs (A. A. sturiet.te) . . .- .. -....._-- it . --t.,-- ;'' I.:TN! 46. 9 34 2tt. I }er:Iale 1, 3.1 47,0 72E. 47. 2 452 S11 134 74.8 Ni,.1,._._ 1,1;17 f.,4,0 813 52.1 55.1 2. MAP.; TA: s I\ I'Vh i 173 74.1 1, 149 75. 0 485 50. 5 h,i.,;li. ;1.869 LS. 0 43 25. 9 .(1 38Z 25.0 476 49. b 111,ttwe ....r_.1 007 3.NJ. l!fir27NIr:.NTS / 79.4 601 62.4 127 75.1 N..ne 2.093 72.0 1.222 7.7 118 12.3 15 8.9 Chic 272 9.4 119 14 8.3 Z58 8.9 95 6.2 125 13.0 Two 6 3.6 134 4.6 44 2. 9 73 7.6 Three 4. 8 7 4.1 t.t.,re thIn three 148 5. 1 60 3. 9 4 *I . RAC/.. / 143 85.1 2, 357 81.2 1,252 81.4 793 82.4 White 1 ri 11.3 141..ek 4b2 26.6 248 16.1 156 16. 2 1. 4 6 3.6 Oth.1. 63 2.2 39 2. 5 13 5. 1.41.1'11 '. V tATI'S / l'ull-tlse 1.691 59.9 1.151 76.5 348 37.5 131 78.4 580 62.5 3... 21.6 PZI ftt ATS.0 1,330.....-1 40. 1 354 23,5 6.FATI-!Ek.iortVP. / PrvivotstliAl- 617 28.6 372 30. 3 172 25. 7 52 37.1 247 11.4 151 12.3 64 9. 6 13 9.3 Clerical 21.4 Service 411 19.0 332 18.9 124 18.5 30 109 5.0 52 4. 2 45 6.7 8 5.7 Farming 2 1.4 Processing 21 1.0 12 1.0 7 1.0 2 1.4 Machine 77 3.6 35 2.9 31 4.6 1 .7 Bench 12 0.6 4 .3 6 .9 13 9.3 St ructural 220 IQ, 7 134 10. 9 58 8. 7 1 .7 Miscellaneous 60 2.8 30 2.4 32 3. 3 40 1.9 18 1.5 18 2.7 None Id 12.9 Retired 346 16.0 121 18. 4 7.VA11.4t.K'S F.1)1:C./ 55 34.2 Lt ss than high hoot 1,258 45.0 595 39.7 472 50.6 864 30.9 502 33.5 163 28.2 58 36.0 High school 23 Some college 347 12.4 211 14.1 100 10.7 14.3 A . A. degree 23 0.8 10 .7 10 1.1 16 4-year degree 183 6.5 103 6.9 54 5.8 9.9 9 5.6 4. yea r de grre -.1.1e 124 4. 4 77 ..-.P.a.-1.--....-...... 1.1_ 3.6 8.MOT; Elt's t iCt.UP/ Proicesional 310 13.2 202 15.3 77 10.3 23 15.8 Clerical 364 15.5 212 16.1 105 14.0 27 11.6 Service 340 14.4 186 14. 1 106 14, 2 23 15.8 Farming 11 0.5 6 .5 3 .4 2 Processing 9 0.4 S .4 3 .4 1.4 Ma chine 3 0.1 2 .2 1 .1 1 Beach 4 0.2 3 .2 1 .1 .7 Structural 7 0.3 2 .2 3 .4 Miscellaneous 22 0.9 9 .7 11 1.5 3 2.1 None 1,179 50.1 648 49.1 393 52.5 70 47.9 Retired 104 4.4 43 3. 3 46 6, 1 4.8 9.MOTr(FR'i 2.11CCATION Less than high school 492 21.4 227 17. 7 180 24.8 24 16.7 High school 1.128 53.4 718 55.9 364 50.1 86 59.7 Some college 356 15.5 195 15.2 126 17.3 18 12.5 A.A. degree 34 1.5 22 1.7 10 1.4 3 2.1 4-year degree 158 6.9 200 7.8 39 5.4 11 7.6 4 -yea rde_grei- 1....plu.. 33 2.4 23 LI 8 1, 1 2 114 10.It022N11- 1 it:1' Mi 1..i.A(A-:/ Less than 20 miles 1,650 68.0 888 65.6 541 71.3 108 71.5 20 mil.... or rre,re 778 32.0 466 34,4 ;18 43 28.5 11.FINANL 'AI. S'll--It.:TI Parent 982 46.8 635 51.2 230 37.6 70 47.3 Self and family 801 38. 1 422 34. 0 290 47.5 48 32.4 Covert,fri( flt 327 15.1 183 14,J1 91 14,9 33---ai---- 12 . l'AM!i Y 1:.c;:mr.: r Lree then $77.500 642 23." 344 24.3 214 23.5 43 27.6 $7.500 - 522,000 518 19.3 278 19.7 177 19.4 29 18.6 $12.000 and over 597 22.2 341 24.1 182 20, 0 41 26.3 Can't e4 tiftl-Ste 927 34.5 450 31.8 339 37.2 43 27.6 13.Flory to rm.s 22.7 0-150 365 219 21.0 92 24.7 27 20.8 431 26.7 350.500 311 29.8 88 23.6 14 26.1 14.IT. S. CI.N,S .,RA 11 RA% KI 0.4i., 851 46.2 507 42, 5 344 53.1 52 41.9 27 41-60 307 16.7 203 17.0 104 16.0 21.8 61-80 245 13.3 139 11.6 106 16.4 13 10.5 61-100 439 21.8 345 28.9 94 14.5 32 25. g 15.A(,/: / 17 or under 35 1.2 22 1.4 7 .7 I .6 1d-20 11,263 43.5 826 53.6 2 cs 29.9 rid 52.1 21.41 11, 453 50.0 656 42.1, 5:45 60. 7 77 45.6 0%.r 44 154 5.3 4., 2.1 el A.6 3 1.4 C t4ARAt TBAttiTIC'St.r 3TUDENT5 161' 'NW% 1'01 'A 1. PR(113B/1111 coli,pa rod %Irk thOg MI A Sot 'Ate of As tt., tent's. all A sooiite 22 ttSaien. students, and all r tAilesirs a...notion t.' t.F t'C true., 19;1I 'a)

2. A rehire( tore 6 :44.414nt I..r 1.teri%tic St,idestt AU A.A. 1.3+1.Ics: All A. ,,..Degree Nststple lirOg I AstA Pri.e, i anis F.,11111 WVrLug IA. A. ctu,,..1ei ...._. -. __ .. --,-. _--_.. -. ,--__ 4 .p. N siN / . ---- -._ ,4 rets.i le 1, 361 47. t) 726 0.2 452 46.9 25 24. 8 813 52.6 511 53.1 75. 2 . MA!1i IA: .1A ', us / No,lie 1,1869 65.0 1.149 75.0 485 50.5 79 74.3 t,! Ion7 35. 0 382 25.0 1 476 49.5 No. prpir.ly F.. Nui.c 2, 093 72.0 1.222 79.4 601 62.4 4a.7. 80.2 One 272 9.4 119 7.7 118 12.3 7 6.9 Two 258 8.9 95 6.2 125 13.0 4 4.0 Mire 134 4.6 44 2.9 73 7.6 5 5.0 Atur. th-iti three 148 S. 1 60 3.9 46 4.8 4 4.0 4.1tAC Wh:l 2, 357 81.2 1,252 81.4 793 82.4 80 79.2 Black 4:;2 16.6 248 16.1 156 16.2 7 6.9 now r 63 2.2 39 2. 5 13 1.4 14 13. 9 -.....--. . st)i :TA ftS_J Eutl -Erne 1. 691 59.9 1.151 76.5 348 37.5 71 72. 4 I1 10 40.1 354 21.5 580 E.2.5 27.4, FATilt ; Cr.t (.1'./ 617 28.6 372 30.3 172 25.7 26 30.6 CI. al 247 11.4 151 12.3 64 9.6 12 14. 1 Servi.-e 411 19.0 232 18.9 124 18.5 12 14. 1 Farming 109 5.0 52 4.2 45 6.7 3 3.5 Processing 21 1.0 12 1.0 7 1.0 1 1.2 Machine 77 3.6 35 2. 9 31 4.6 3 3.5 Bench 12 0.6 4 .3 6 .9 Structural 220 10.2 134 10.9 58 8.7 16 18.8 Miscellaneous 60 2.8 30 2.4 22 3. 3 1 1.2 None 40 1.9 18 1.5 18 2.7 Retired 346 16. 0 t 5. 2 123 18.4 11 12.9 FATHER'S r Less than high schn..11,258 45.0 595 39.7 472 50.6 34 34. 3 864 Hash school 30.9 502 31.5 264 28.2 5 35.4 NV Some college 347 12.4 211 14.1 14 100 10. 7 14.1 0 A.A. degree 22 0.E 10 .7 10 1.1 4-year degree 183 6. 5 103 6.9 54 5.8 10 10.1 4 -yra r deLree - plus 124 4. 4 L 6 G.1 8.MOTHER'S Ot CCP. / E4 Professional 310 13.2 202 15.3 77 10.3 10 13. 3 Clerical 364 15. 5 212 16.1 105 14.0 6 8.0 Service 340 14.4 186 14.1 106 14.2 13 17.3 Farming 11 0.5 6 .5 3 .4 Processing 9 0.4 5 .4 3 .4 3 1.3 Machine 3 0.1 2 .2 1 .1 Bench 4 0.2 3 .2 1 .1 Structural 7 O. 3 2 .2 3 .4 Miscellaneous 22 0.9 9 .7 11 1.5 1 1.3 None 1.179 50.1 648 49.1 393 52.5 42 56.0 104 Retired 4.4 43 3.3 46 6%,1 2 2.7 9.MOTHYR'S VDUCAI ION / Less thlk high schwa 492 21.4 227 :7 7 180 24.8 6 8.6 High school 1, 228 53.4 718 55.9 364 50.1 43 61.4 Some college 356 15.5 195 15.2 126 17.3 16 22. 9 A.A. degree 34 1.5 22 1.7 10 1.4 1 1.4 4-year degree 158 6.9 100 7.8 3c 5.4 3 4.3

4 -yro r degree - nlrit 33 1.4 2 1 8 1 1 1.4 10.ROUND-TRIP MILIAGE / Less than 10 ules 1.650 68.0 888 65.6 541 71.3 53 62.4 20 miles or more 778 32.0 466 34.4 218 2:.7 32 37.6 I1 FINAtiCI A / Parent 982 46.s 635 51.2 230 37.6 41 51.9 Self and family 801 38.1 422 34.0 290 47.5 27 34.2 G.svernrstent 317 15. 1 183 14.5_ 9! Li. 9 11 13.9 12.FAMILY IN C,L / Less than $7, 500 642 23.9 344 24.3 214 23. 5 19 19. 2 S7, 500 - $12.000 518 19. 3 278 19.7 177 19.4 20 20.2 SU. 000 and over 597 22.2 14: 24.1 182 20, 0 30 30.3 Can't estimate ....2Z7 34.5 450 31.8 339 37.2 30 30.3 13 FTCPTCtIAI S / 365 22.7 a-15a 219 21.0 92 24. 7 11 18. 3 431 26.7 311 29. 8 88 23.6 21 35. 0 14.H. 5C1..1?:, GRAD RA :K / 0-41 851 46.2 507 42.5 344 53.1 26 32.5 41.60 307 16.7 203 17.0 104 16.0 8 10.0 61-80 245 13.3 139 11.6 106 16.4 8 10.0 81-100 439 23.8 345 2R.9 94 14.5 38 47.5 ALE / 17 or under 35 1.2 22 1.4 7 7 1 1.0 18.20 1, 263 43.5 826 53.6 288 29. 9 45 44.6 21-44 1, 453 50.0 656 42.0 585 o0. 7 51 50. 5 User 44 154 5. 3 3t. 2. 3 8.6 4 23

Architr!cture and Engineering( 101 students) Males outnumbered females three to one in this field.There was a relatively small percentage of blacks represented (6. 9 percent) but a larger than usual percentage of other races (13. 9 percent).Both the mothers and the fathers of these students had a better than average high school completion re.cord, and family incomes were considerably above average. A below- average percentage of the students' mothers was employed in any capacity. The students in this program tended to be a bit older than average.Their scores on the FTGPT were relatively high, and their ranks in high school were higher than average. Fine Arts and Foreign Languages (62 students) In this field the female students outnumbered males 35 to 27, anda relatively high percentage (82.3 percent) were single.Black representation was a bit below average (11.3 percent).The students' mothers seemed more likely to be engaged in professional, technical, managerial,or clerical occu- pations than were those of the average students.The students in this field tended to live closer to the campus and were considerablyyounger than average. There was a strong reliance on parents for financial support, and family incomes tended to be above average.Scores on the FTGPT were slightly below average, and these students were slightlybelow average in their high school graduating class rankings. Health (133 students) About 55 percent of the students were female and C3. 5 percentwere single.There was a preponderance of white students (91.7 percent), and MAP oiC7 &It 'sriCt; ur PliClUt A NI I efil rft reuse or 4-1; A s sect& t. or A. cs sr% doors, all As see I..te 24 vt arudsnrs. a 4 at. , r r. ustottt1 s. Fc t: fr. to 1971 1

riot. A z ts All A. A. It.crt t AllA. S. 1/ert. rorsoyn 1rtIf 1"..t1L. Progratlis IA. A. slei.ts) --v Female 1, 3' 47. 0 726 47.2 452 41,. 9 35 56.5 1 s 17 St. n 61 3 52. 8 511 53. I 27 43.5 / 1. lit.9 GS. 0 1.119 75.0 485 50.5 51 82.3 MA rte.( Lott7 A 38.! 25.0 476 4 9. 5 11 17.7

TS:s.,ne 2.093 72. 0 1.222 79.4 601 62.4 56 90.3 One 272 9.4 119 7.7 118 12.3 3 4.8 Two 2 513 8. 9 95 6.2 125 13.0 2 3.2 Three 134 4.6 44 2.9 73 7.6 More than thr 18 5. 1 GO 3.9 46 4.8 1 I.E. 4.kAC./:/ White 7,3'7 81.2 1,252 81.4 793 82.4 53 85.5 Black 462 16.6 248 16. I 156 16.2 7 11.3 Other 2. 2 39 2. 5 13 1.4 2 3.2 S. ~S1 t:lI ri 1 -% I 11; / 1U111111,e 3,691 59.9 1.151 76. 5 348 37.5 48 80.0 -.50 40.1 354 23. 5 580 6'.5 I? 20.0 6.kAlllt ICS Prote....doi 617 28.6 372 30. 3 172 25.7 18 33.3 Cleric1 247 11.4 151 12.3 64 9.6 7 13.0 Service 411 19.0 232 18.9 124 18.5 13 24.1 Farming 10') 5.0 52 4.2 45 6.7 Processing 21 1.0 12 1.0 7 1.0 Machine 7? 3.6 35 2.9 31 4.6 1 1.9 Bench 12 0.6 4 .3 6 .9 Structural 220 10. 2 134 10.9 58 8.7 6 11.1 Miscellaneous 60 2.8 30 2.4 22 3.3 None 40 1.9 18 1.5 18 2.7 Retire-I 346 16.0 ERN 15.2 123 18.4 16.7 ..FATI1411t S 1 tqtC. Less than high school1,258 45.0 595 39.7 472 50.6 23 37.1 High Di tici..1 864 30.9 502 33.5 263 28.2 20 32.3 Some college 347 12.4 211 14.1 100 10.7 11 17.7 A.A. degree 22 0.8 10 .7 10 1.1 1 1.6 4 -year degree 183 6. 5 103 6.9 54 S.8 5 8.1 4 -yea r ct roe lus 124 4. 4 7Z 34 3.6 2 3.2 8. t.t / co Professional 310 13.2 202 15. 3 77 10.3 11 19.0 Clerical 364 15.5 212 16. 1 105 14.0 10 17.2 Se rte e e 340 14.4 186 14.1 106 14.2 5 8.6 Farming 11 0.5 .5 3 . 4 . Processing 9 0.4 5 .4 3 .4 Machine 3 0.1 2 .2 1 .1 Bench 4 0.2 3 .2 1 .1 Structur.3 7 0.3 2 .2 3 .4 Miscellaneous 22 0.9 9 .7 1.5 Nurse 1,179 SO. 1 648 49.1 393 52.5 30 51.7 Retired 104 4.4 43 Is 3 46 6.1 2 .4 9. Mc fit OULA T1GN / Less thin high schuol 492 21.4 227 17.7 180 24.8 11 19.6 High achaul 1,228 53.4 71$ 55.9 364 50.1 31 55.4 Berne college 356 15.5 195 15.2 126 17.3 7 12.5 A.A. degree 34 1.5 22 1.7 10 1.4 1 1.8 4-year degree 158 6.9 100 7.8 39 5.4 4 7.1 4 -year rte_Eroe 33 1.4 23 1.8 8 1.1 2 3... 10.ROUND-1:1:P ' Less than 2u miles I1,650 68.0 888 65.6 541 71.3 43 76.8 20 mile, or moro 778 32.0 466 34. 4 218 28, 7 13 2 3. 2 11.EINANCI s .II CII.r Parent 982 46.8 635 51.2 230 37.6 29 53.0 Self and family 801 38. 1 422 34.0 290 47. 5 13 26.0 e 'tient 317 15. 1 183 1.1.8 91. 14.9 8 16.0 I?.FA Y / Less titan $7.500 642 23.9 344 24.3 214 73.5 14 23. 7 87,500 $12. 000 518 19.3 278 19.7 177 19.4 8 13.6 $12,006 andover 597 22. 2 341 24.1 182 20.0 20 33.9 Can't e.tiouto 927 34..4 450 11.8 339 37.2 13. FT(.1)r :ALS / 0.150 365 22. 7 219 21.0 92 24.7 10 20.4 350-500 431 26.7 311 29.8 88 23.6 11 23,0 14.H. S. C GRA D RANK / 0-4u 851 46.2 501 42.5 344 53.1 22 43. 1 41-60 307 16.? 203 17.0 104 16.0 8 15.7 61.80 2.15 13.3 139 11.6 106 16.4 8 Is. 7 81 -100 43' 23. 345 28. 94 14.5 13 25.5 15, / 17 or under 35 1.2 22 1.4 7 .7 1 1.6 18.20 1.263 43. 5 826 53.6 288 29. 9 . 42 ts7. 7 21.44 1,453 50.0 (.56 42.6 585 60. 7 3.1, r 41 154 5.3 2.3 83 iG C3tAS1< TER F rTI WEN rs 1141.atY 1)1JA I. 1:114c..K.,RA w1?ii .tIi A 4..g:Jtt: .4A it%srwteura. oth 25 of &ma, 0 41"Idemtl, an.! All c10d6usts elletaitte4 I L.Fe C1r..ni 1971 -1973

2.'00'. Stud. nt Ch.. r.I. tq.s ...tit. Ntui kit All A.A. 1,.g s tt All A. N.1)t.,:tcw Health 1`...s shpt.; Prot:J.4:112, 3'r..3: t .--,Alm. (A. A. btivi. Ms) ''' e __ _- _.____ 0 ' '--_____- __t ..1 1._:3:\ I-..- rt.. 1. 1.361 47.0 726 47. ? 452 46.9 73 54. 9 M..1 1,4i/ 51.6 513 5..5 511 5 t. 1 on 45.1 I. MA it I1 A i:':"A II L.,../ lninyli 1.869 65.65.0 1, 149 75. 0 485 ft°. 5 111 as. 5 MI i n..1 1,007 35.0 382 25.0 476 49.5 .'.2. 16.5 3. __Nu. tit-f,r- L,]..:Irs i isk.lic 2,093 72.0 1,222 79.4 601 62.4 114 85.7 One 272 9.4 119 7.7 118 12.3 9 6.8 Two 256 8.9 95 6.2 125 13.0 7 5. 3 Three 134 4.6 44 2.9 73 7.6 2 1.5 Mot..... t,:,iti three 148 5.1 60 3. 9 46 4.8 1 .8 . .. _ -----. 4..._14,Agrl L';ha. 2,357 81.2 1.252 81.4 793 82.4 122 91. 7 Ill., it. 482 16.6 248 16. 1 156 16.2 9 6. 8 Ot11.i 63 2.7 39 2.5 13 1.4 2 1.5 5., rt:111.. .1 :; A 11'.; / -1- till tin.c 1.691 59.9 1, 151 76. 5 348 37.5 119 89. 5 Par. -tin... 1 130 40.1 354 23.5 580 (.2.5 14 10. S G. /*ATI!, 1':, t '. Cry,__I Prolcssioal"n 617 28.6 372 30.3 172 25.7 40 35.4 Clerical 247 11.4 151 12.3 64 7.6 12 10.6 Serisc.- 411 19.0 232 18.9 124 18.5 11 9.7 Fanning 109 5.0 52 4.2 45 6.7 6 5.3 Processing 21 1.0 12 1.0 7 1.0 Machine 77 3.6 35 2.9 31 4.6 10 8.8 Bench 12 0.6 4 .3 6 .9 Situctural 220 10.2 134 10.9 58 8.7 15 13.3 Miscellaneous 60 2.8 30 2. 4 22 3.3 1 .9 .4one 40 1.9 18 1.5 18 2.7 3 2.7 Rut,r.-^! 346 16.0 Mt It., ? 123 18.4 15 13. 3 7.FA Till..,4.. 1.15'C./ Le ss than high school1,258 45.0 595 39.7 472 50.6 52 39. 7 1411 school 864 30.9 502 33. 5 263 28.2 40 30.5 Saint'cull. gc 347 12.4 211 14.1 100 10.7 20 15. 3 A.A. clegrri 22 0.8 30 .7 10 1.1 3 2.3 4 -)es r dug rce 183 6.S 103 6.9 54 5.8 10 7.6 4 -year .1r-e.- plus 174 4.4 7 5 ..6 it 4.6 MOTH5:11 ,.. L'CLi:;P./ cS 8. H 1'ro:sas.v41..1 310 13.2 202 15.3 TT 10.3 II 8.7 Clrical 364 15.5 212 16.1 105 14.0 28 22.2 St. CVSlt, 340 14.4 186 14.1 106 14.2 8 6.3 Fanning 11 0.5 6 .5 3 .4 1 .8 Processing 9 0.4 5 .4 3 .4 M.schine 3 0.1 2 .2 1 .1 Bench 4 0.2 3 .2 1 .1 Structural 7 0.3 2 ,2 3 .4 Miscellaneous 22 O. 9 9 7 11 1. 5 1 .8 None 1,179 50.1 648 49.1 393 52.5 73 57.9 Retired 104 423 43 3. 3 46 6,1 4 3.2 9.MOTtfrle':; I11L:CA 410:4 / Less trhm hegh school 492 21.4 227 17.7 180 24.8 21 17. S Hsgh school 1.225 53.4 718 55.9 364 50. 1 I 68 56.7 Sonic college 356 15.5 195 15.2 126 17.3 21 17. 5 A.A. degree 34 1.5 22 1. 7 10 1.4 3 2.5 4-year degree 158 6.9 100 7.8 39 5.4 4 3.3 4 -v.... r d..lt- re - nlug 33 3 2. 5 1.4 21___LL8 2 1 10. ROUND-1 /!I ' !:. l'A i; 1: /-** Less than 20 :rules 1,650 68.0 888 65.6 541 71.3 70 58.3 20 r41,1. firiv,re 778 32.0 466 )4,4 218 213. ? 50 41. 7 11.FINANC:Al. 1-:!i-14...:t f / Parent 982 46.8 635 51.2 230 37.6 74 61.2 Self and farnaly 801 38.1 422 34. 0 34 28. 1 ce,cerni,nt 290 47. 5 317 15LI__W148 91 1.1.9 13 10.7 12.YAWL': ::i.c. ?'F./ L.& as thin$7,500 642 23.9 344 24.3 214 23.5 26 20. 6 $7, 500 512,000 518 39.3 278 19.7 177 19.4 26 20.6 S1. :.090 andnt Lr 597 22.2 341 24. 1 182 20.0 40 31.7 4' .T.11-..,t0 Can't 927 34,5 , 450 31. 8 339 37.2 39 27,,0 13.vicd, r11..(Altil 365 0.15J 22.7 219 21.0 92 24.7 10 10.2 411 26.7 3cn.ynn 311 29.8 88 23.6 34 3f.. 8 14.IL S. Ct '..-.41.:tA:t kANK. / 0.4u 853 46.2 507 42, 5 344 53,3 48 43.3 41-60 307 16.7 203 17.0 104 ib. 0 23 20.7 61.8/ 245 13.5 139 11.6 106 16.4 16 14, 4 81-100 419 23.8 345 28.9 94 14.5 24 21.6 15. At'4.: / 17 or under 35 1.2 22 1.4 7 . 7 2 1. 5 18.21 1,261 43.5 826 51.6 288 :9.9 88 66.2 21 .44 1,453 50.0 656 4e.G 5145 t O. 7 40 31. 1 .- r 4$ _ 154 _S. 3_ 3r, 85 it.6 3 2.1 UNA RN( d ISMt.F ..111)81 :I h 32.r.lt)t.A 1. 3.1 .16 C 1.1..} %%,111 II A....." i.its...1 Acta ..t,ta Ms. Ali A Nr.,. te of S. iel. c 01.1 !CitIts, . 13 bLkitiVfitIll 0411.11.1 4., t 1 LA, 1'1.2 -1'173

1.905 re. All A. S. Itel: fee Maa. EIL,11,M1It St LtIrld Litsbtsc Stu,611t All A. A. FrIoratt in S.4861.1 Pr. I::dYTIS er.stios IA. A.c,ater,1,1 . .4 0 :I X / l'emn I, 1, 361 47.0 726 47.2 452 46. 9 Zor, 63.3 M.I_._ IL 17 S3, 0 81 52. 8 '111 53. 1 119 36.7 -- - _ Z. NIA Itl I'.:NIA_ 1 I's / Se,.t., Iv I, 869 1.5, 0 1,149 75.0 485 50. 5 2Z7 70.7 382 476 49.5 ')4 29. 3 M,I Y I,' Inal 3C. t 25. 0 ...... NC)..141.l'i \itt.N IS / 2.093 72.0 1,222 79. 4 601 62. 4 249 76.9 (hit. 272 9. 4 119 7. 7 1114 12. 3 34 10.5 TKts 258 8. 9 95 6. 2 125 13.0 24 7.4 hree 134 4.6 44 2. 9 73 7. 6 6 1.9 ._._- M..re tt...n three 148 5. 1 60 3. 9 46 4.8 11 3.4 Wlitte 2, 357 81.2 1,252 81.4 793 82. 4 240 74.1 !Mick 482 16.6 248 1.1 156 16. 2 81 25.0 Ci!ti.-r 63 2.2 39 1. 5 13 1.4 3 .9 S.Siti:/: :. ISI A l'I'Si V.Ill-timse 1, 691 59.9 1,151 76.5 348 37.5 239 75.2 Part -1.11,10 1,130 40.1 354 23. 5 580 62. C 79 24. 8 ..FATP: .'':, Li,' t. i'l'. / l'rniebNion.t1. 617 28.6 372 30.3 172 25.7 72 28.2 C.It rival 247 11.4 151 12.3 64 9. 6 30 11.8 bervsee 411 19. 0 232 18.9 124 18. 5 50 19.6 Farming 109 5.6 52 4.2 45 6.7 12 4. 7 Procesbing 21 1.0 12 I.0 7 1.0 3 1.2 Machine 77 3.6 35 2. 9 31 4.6 7 2.7 Bench 12 0.6 4 .3 6 .9 1 .4 Structural 220 10.2 134 30. 9 58 8. 7 33 12. 9 Miscellaneous 60 2.8 30 2.4 22 3. 3 4. 3 3 1.2 None 40 1.9 18 1. 5 18 Z. 7 33 12. 9 Retired 346 16.0 1St, 173 18.4 VA1111.it's. i fiCr../ Lees them high tichaiil1,268 45.0 595 39.7 472 50.6 142 45.4 High school 864 30.9 502 33.5 263 28.2 109 34.8 Some college 347 12.4 211 14.1 100 10. 7 34 10.9 A.A. degree 22 0.8 10 .7 10 1. 1 2 .6 0 IS 4.8 4-year degree 183 6.5 103 6.9 54 5.8 5:1 4-year tieerre - plugs 124 4.4 77 5. 1 /4_ _3-6 11 3.5 ilS 8.MOT} il:h:... 0( CA'. / H Prutessiongl 310 13.2 202 15. 3 77 10. 3 47 16.4 Clerical 364 15.5 212 16.1 105 14.0 52 18.2 Service 340 14.4 186 14.1 106 14. 2 57 19.9 Farming 11 0.5 6 .5 3 .4 2 .7 Processing 9 0.4 5 .4 3 .4 2 .6 Machine 3 0.1 2 .2 I .1 2 .7 Bench 4 0.2 3 .2 1 .1 2 .7 Structures 7 6.3 4 .3 3 .4 1 .3 Miscellaneous 22 0.9 9 .7 11 1.5 1 .3 None 1,179 50.1 648 49.1 393 52. 5 114 39.9 Retired 104 4.4 43 3.3 46 6 I 6 2.1 9. moil / Less /bait ritrIt 5..r.0...1 492 21.4 227 17. 7 180 24. 8 55 19. 5 High school 1,228 53.4 718 55.9 364 50. 1 157 55.7 Some college 356 15. 5 195 15.2 126 17. 3 35 12.4 A.A. degree 34 1.5 22 a.7 10 1.4 4 1.4 4-year degree 158 6.9 100 7.8 39 5. 25 8.9 4 -y(.ir - /Ow; 33 1.4 23 1 8 1. 1 6 2.1 10.ROUNI)-7 RIP Mr. 1 / Less than 1.650 68.0 868 65.6 542 71.3 193 67.2 29 intl.' 778 32.0 466 34. 218 28.7 94 32. 8 11. %I. Parent 982 46. 8 635 51.2 230 37.6 118 46.5 Sell And farsuty 801 38.1 422 34, 0 290 47, 5 100 39.4 317 15. 1 lel 14.8 91 14.9 36 14.2 12.FAM:I.N. 1.;L:(1' / Lass than $7. 500 642 23.9 344 24. 3 214 23.5 89 30.6 $7.506512.000 518 19.3 278 19.7 177 19. 4 61 21.0 $12, 000 and over 597 22.2 341 24.1 182 20. 0 54 18.6 an't esto,:lace 77 34,5 450 31. 8 339 37. 2 87 29.9 13.1 rr,pi 1C.`7A1/ 0.130 365 Z2.7 2.9 21.0 92 24.7 65 27.4 )50-5410 431 26. 7 311 29. 8 88 23.6 21.1 14.H. 5, C / 0-4U 851 46.2 507 42. 5 344 53.1 99 41.6 41.60 307 16.7 203 17.0 104 16.0 37 15.5 61-80 245 13.3 139 11.6 10(. 16.4 38 16.0 81.100 449 23.8 345 28. 9 04 14. 5 64 26.9 15. AGE I 17 or under 35 1.2 22 1.4 7 .7 4 1.2 18.20 1,263 43.5 8?6 53.6 298 29.9 170 52.5 21-44 1,453 50. 0 656 42.6 585 0).7 141 44.1 44 154 5. 3 2.3 83 7 2.2 Z7 alint,st 90 percent of the students were. full-time.The fathers tended toward professional, managerial, technical, and structural occupations, and the mothers tended toward clerical skills. A fairly high percentage (41.7 percent) of these students commuted more than 20 milesa day.There was an above- average reliance on parents for financial support, and family incomes were well above average.These students were younger than average, they scored higher grin average or. the FTGPT, but their ranks in their high school gradu- ating classes were somewhat belowaverage. Home Economics and Education (324 students) This area, consisting almost entirely of education majors, containeda preponderance of female students (63. 3 percent), a larger percentage of black students than most areas (25 percent), and relatively more married students than other fields. A high percentage (45.4 percent) of the students' fathers did not complete high school.There was an above-average reliance on them- selves as a source of financial support, and family incomes were generally 1-.1,0.,Paverage.Students in this field scored considerably below average on the FTGPT. Letters, Communications, and Library Sciences (69 students) Students in this area tended to be female (60.9 percent) and single (82.6 percent). An above-average percentage (23.2 percent) of the students were black.Both mothers and fathers of these students tended more toward service and clerical occupations and less toward the professional ones.There was a tendency toward shorter commuting distances among these students. A high percentage of them (43.6 percent) ranked in theupper 20 percent of their IF PMAC?R1H. OF ST. LAN /8Y 1tI1I :1J1'-'11. 194(h ,14A.1 S red w;ift ;..t._a Art. ..41 ø1)A.ct.S if el. r 01 ..1 t.i. 1.ts t. t Ft t. hoot Veil 1171

faith( n. St Lid pet Ct. I t.i t414 `tudsta All A. A. 11. All A. S. three C.Ailif.'4..11...L14,1151. now 1.1 Vrt.111, 1.1!td I y !4.111, VS 1 ...1

Frits 1,111 47.0 721. 47.2 442 46.9 42 60.9 340. l.'47 51.0 141t 1 ?AA 27 39. 1

1.5!A$.1 a \' . I tit.9 ('5.0 1, 149 7..0 485 '.0 S 57 82.6 .482 471, 4", 5 12 17.4 s / 62. 4 53 76.8 1' 2.093 72.0 1,211 71. 4 601 272 9.4 119 7.7 118 1/.3 7 10.1 'Two 258 8.9 95 6.7 125 13.0 3 4.3 Thiie 134 4.6 44 Z.9 73 7.6 4 5.8 M eon IIra.t 14ti 5.1 60 3. 9 46 4.8 2 2.9

I Vcrait.. 2,357 81.2 1,252 81.4 793 87.4 52 75.4 1,114 4b2 16.6 748 11..1 156 IL. 2 16 23.2 53 7.7 39 7. 5 II 1.4--- 1 1.4 S. !, 1 L'il . I vs / I. ad: 1. (.11 59. 9 1,151 76. S 348 37.!. 48 70. 6 1`..tt 11:9. 3.1.11")_....40. 1 354 580 62. 5 /0 29. 4 .1k tP. 1 us, wn.s1- 617 78.6 37Z 30.3 172 25. 7 14 25.0 C1c r 14..1 247 11.4 151 12.3 64 9.6 11 19.6 SCS 411 19.0 232 18.9 124 18.5 15 26.8 r331.lig 109 5.0 52 4.2 45 6. 7 1 1.8 Pruevs:.mg 21 1.0 12 1.0 7 3.0 MAChint: 77 3.6 35 2.9 31 4.6 ben. h 12 0.6 4 .3 6 .9 220 10.2 134 10.9 58 8.? 6 10.7 /Ass( ellasicous 60 2.8 30 2.4 22 3.3 1 1.8 Nuto 40 1.9 18 1.5 18 7.7 3 5.4 346 16.0 a 123 38. 4 8.9 7. iAT111 s Less thin high schoo/1,158 45.0 595 39.7 472 50. 6 23 34.3 litfhbc 864 30.9 502 33.5 263 26.2 28 41.8 OD Some college 347 12.4 211 14.1 100 10.7 9 13.4 A.A. ri..gree 22 0. 8 10 .7 10 1.1 4-yai ci..gree 183 6.5 103 6. 9 54 6.8 6 9.0 r . plus 124 4,4 7? 5,1 14 J.6 1.5 8. MOT1i1.1N t Prut ssional 310 13.2 202 15.3 77 10. 3 8 13.3 Cies i. .il 364 35.5 212 16.1 105 14.0 11 18, 3 Service 340 14.4 186 14.1 306 14.2 10 16.7 Farming 11 0.5 6 .5 3 .4. 1 1.7 Processing 9 0.4 5 .4 3 .4 Machine 3 0.1 2 .2 1 .1 Ileoch 4 0.2 3 .2 1 .1 Structural 7 0.3 2 .2 3 .4 Miscellaneous 22 0.9 9 .7 11 1. S Nurse 1,179 50.1 648 49.3 393 52. S 29 48.3 Retired 104 4.4 43 3.3 46 6.1 147 9.MO) frk.1!: !.i IIcATIcN / Levs ti,ast high school 492 21.4 227 17.7 180 24.8 10 17.2 High si.lioul 1,228 53.4 718 55.9 364 SO. 1 33 56.9 Some college 356 18.5 195 15.2 126 17. 3 10 17.2 A.A. degree 34 1.5 22 1.7 10 1.4 1 1.7 4-year clvprse 158 6.9 100 7.8 39 5.4 3 5.2 33 1.4 23 3 I 10. he..1)- I.:': ti:,1 At.:,:r..." 1..r es than21)malus 1,650 68.0 888 65.6 I:41 71. 3 42 73.7 :0 oi.! ...r r rr 77$ 32.0 66 4 4 2 76. 3 11. 1. :NA:.e i H . i,1 982 46.8 635 51.2 230 37. if, 28 53.8 Si If phi 141101y 801 38.1 422 34.0 290 47,5 18 34.6 r iv..r,.. ii.- 15.1 ------. __J.._3! 12. 1 A!.I:t 1..:..L ":. / Li es vi-iii $7. SOO 642 23.9 344 24.3 214 23. 5 12 19.4 Si. 5.10 . $12, O')0 518 19.3 278 19.7 177 19.4 32 19.4 $3/.003 and .avrr 597 42.2 341 24.1 182 20.0 12 19.4 C%1,'t r ;!11 st 4. Q?1,.. lic,5 450 31.t4 339 37.2 21, 41.'3 13. 1. 1(.1. lc] ".i 31.5 .% 27.7 219 21.0 92 24. 7 12 25.1 4,3 431 2t.7 311 29.8 88 23.6 16 33.4 14.it C r 0-44 551 46.2 507 42.5 344 53. 1 20 36.4 41.60 307 16.7 203 17.0 104 16.0 7 12. 7 6140 245 13.3 13? 11.6 100 1(..4 4 7.3 8116,) 4 i9 21.8 345 21s.9 94 14. 5 24 43.6 14. Ac.f: 17 or under 35 1.2 22 1.4 7 .7 1 1.4 18-70 1.263 43.5 I 826 53.6 288 29.9 39 56.5 21-44 1,453 50.0 65J 41.1.. 505 r'0,7 28 44. ti C.' r14 154 5. 3 3. 2. 3 113 8.b 1 14 iftl'At' If.fltt1 CPI 11 t`:171% 10-A1 Pr.t.h ,1Akt 9 1 ,p, 411494..,ty 01Ail.1416,1.4$1...ill.N,P..IJir Dl t 11.1 411 !.tiOti/11111, I (-31. C 1.0 V.;i1771

uJf, A1 Ithrituat si s fa C t1,11C sp"1.4a All A.A. Per zee All A.S. 1),.0 lt.topIr l'r.4.1 P1.14140114 Omv,..arr S.sewLes tts.1.,,t .1

1._hiX F. m411. 1, 161 47.0 726 47. 2 4S2 46. 9 21 50.0 it. C41 C% 813 5. 511 53. 1 21 Sit. 0 ".1 't 1,869 16.0 1. 149 75. 0 4145 50. 5 30 75. 0 382 7.. 0 47t. 49. 5 10 Ai.t r1.1 11.07 0 . 25.0

. Iii :.1S / -1,272 19.4 681 62. 4 2,093 72.0 30 71.4 Otte 272 9. 4 119 7. 7 118 IT. 3 14. 3 TN.% 258 8.9 95 6. 2 125 13.0 13.9 Three 134 4. 44 2.9 71 7,1. than thret..._ 1414 5. 60 '.9 4.8

Whits 7, 357 Rt.? 1.252 61. 4 791 82.4 35 83.3 111.3.1. 482 26.6 248 M. 1 156 1(1.2 14. 3 tit t 63 2.2 39 2.5 11 1.4 2.4 S. S 111,1 . I 1 011 1, C91 59.9 1,151 71.5 348 31.5 3? 84.2 1%. 1 : 10 49.1 _154 2 3. 5 5t4o (.7. 6 15. si7A:111 ' ('17 28.6 572 30. 3 172 25.7 11 36. 7 Cl. rat 1 247 11.4 151 12. 3 64 9.6 2 6. 7 SPrvi. ..11 19.0 232 18. 9 124 *8.3 4 13. 3 Farming 109 5.0 4.2 45 6. 7 I's uce4Ning 21 1.0 32 3.0 7 1.0 c huts 77 3.6 35 2.9 31 4. 6 1 3. 3 /Stitch 12 0.6 4 .3 6 .9 1,tructurAl 220 10.2 134 10.9 58 8.7 2 6.7 Nlsocellanseas 60 2.8 30 2. 4 22 3.3 1 3.) Nuns 40 1.9 18 1.5 IP 2.7 1 3.3 Ft tits eil 346 U. 0 123 18.4 8 26.7 ,pt'( Less 1.11.1n high b.: hiest 1,238 45.0 S95 39.7 472 30.1.. 13 31. 0 !Itch rtstu.1 864 30.9 502 33.5 263 28.2 IS 33. 7 bruils stall/re 347 12.4 211 14.1 100 10. 7 1U 23. 8 A. A. ctscrce 22 0.8 10 .7 10 1.1 4-year d. grre 183 6. S 103 6.9 54 5.8 2 4. 8 4 r 124 4.4 7 3-6 2 4. 8 r1 c. 3-I Ptuirsfelothal 310 13.2 ZCZ 15. 3 77 30.3 7 20.0 Glerst.il 364 15.5 212 16. 1 105 14.0 7 20.0 S. rviev 340 14.4 186 14. 1 106 34.2 3 8.6 Fernung 11 0. 5 6 .5 3 4 1ProLeserng 9 0.4 . 4 3 .4 Atitchtne 3 0.1 a .2 1 .1 liciich 4 0.2 3 .2 1 .2 fitut.tural 7 0.3 2 .2 3 .4 Msacellansous 22 0.9 9 .7 11 1.5 Ncme 1,179 50.1 648 49.1 393 52.5 15 42,9 Heisted 304 4.4 41 3.3 46 6 1 3 8. 6 9,MOT111:1, :-.t lit'C.A I St ./ Lelia titatt high st.r../A 492 21.4 227 17.7 180 24.8 3 8. 1 High sc haul 1.228 53.4 718 55.9 364 SO. 1 22 59. 5 Some college 356 15.5 195 IS. 2 126 17.3 7 *8.9 A. A. degree 34 1, S 22 1. 7 10 1. 4 4 -year der tee 158 6.9 100 7.8 39 5.4 S 23.5 ------4 -..31. 11....r.,. l_vlip. 33 3.4 1____1, 10. Rt..31.!:;().I k:1' :..!l 1")( ,:. / 3'i% 1.16-An ,w siult.. 1,650 68.0 888 65.1.. 541 71.3 23 5(1.1 20 intl,.,JI fir. ..- 778 32,0 66 R 4 J.L./INA*. :.: It, rent 982 46.8 63S 51.2 230 37. 6 18 48,6 Self end Unsay 801 38.1 422 34. 0 290 47, 5 11 29,7 Ser,st.trni 317 IS, 1 14 21 6 12. ) A MU Y. :( / tin $1, 500 642 23.9 344 24. 3 214 23.5 16 .0.0 £12, OII 518 19.3 278 19. 7 177 19.4 13 32. S $12. 000 and over r 597 22.2 341 24. 1 182 20.0 3 7.5 C n't 450 31.8 3'9 37 2 1 t ,1' I14/;Al 's/ 365 22.7 LI- 150 219 21.0 9' 24. 7 3 9, 7 431 knr1 26. 7 311 29.8 88 23.6 14. ft. S.I t/;' A D 0-4.1 851 46.2 507 42.5 344 53.1 6 23.1 41-60 307 1(1,7 203 17.0 104 36.0 6 23. 61-80 245 II. 3 1)9 11.6 106 1(1.4 4 13.4' 439 2t,it 345 1/1. 9 tf4 14. 5 10 38. 4 . Al / 17 Qs under 35 1.2 22 1.4 7 .7 li420 1,263 43.5 Ste 53.6 28R 29. 9 21 sn.o 21 .44 1,453 50.0 OS6 4).(1 5$5 19 45.2 C.Mer 4; 154 S.3 2.) 13, 2 4 30 liirh school iracivatiii g classes, but their gradeson the FTGPT were about average. Mathematics and Computer Sciences (42 students) In this field there was a tendency for the students to be full-time and to have parents who arc engaged in professional, technical, and managerial occupations.Too, the parents were more likely to have completed high school, though there is no strong record of college training.Family incomes for this group seemed somewhat low; a higher percentage of the students than normal derived their financial support from government benefits.Scores on the FTGPT were much higher than the average, and thestudents ranked considerably higher in their high school graduating classes than did theaverage student. Physical Sciences, Agriculture, and Biological Sciences (91 students) In these fields the males outnumbered the females almost fourto one. Relatively few (14.3 percent) were married, the percentage of blacksin the program was fairly low (7. 7 percent), and the students tended to commute greater distances than did the average student.The mothers of these studdhs tended to be engaged in professional occupations, but notvery many of them were in the clerical or service fields.Family incomes seemed considerably higher than normal. The students, who as agroup were a little older than the average student, scored well above average on the FTGPT. however, their highschool graduating class rankings were about average. t'14ASAc t tfl s tits I Vint:I:. /41iM).311,1 'A 1'1TUl.kAAt 31 t 44 ,41 T' 04. 64:1 it. ai it It AP." iete of sa. e awl ..it t t 4it 4 %., C4Lt "Ili1411-1973 .._____ 2. "'..1' lotsyst.al 'l. tou..es. Stu 1.1.1( N,i-t, tvtistu StsiOt tit All A.A.1+.1. rev All A. s. Dew- I .. Art Ltiiitures, A. S..t..1.1. l'i uo..a.ii. Pr.raill, Ita..1Ate-41 ::csena ...es ------...... -IA. A._sr4,:,, .r.%l- e a ... to 1. : l -. . . 1- elti.tlr 1, 3t.1 47.0 t2u 47.2 4',2 46.9 20 12.0 . 1. 1," 53. V 1313 !I:. 1, S11 53.1 71 714.0

m.-7----. NI 114i I 1; 1. .1 1 .". _i - N.t,cle 1, b:,9 65.0 1.149 7'....0 4h5 50.5 76 85.7 t.14111..ti I007 :0:. 0 31;.! 2N. 0 471. 40. 5 /3 14. 3 3,_.,;:..), w-1.j.cti7:: :.i1 hunk 2,093 72.0 1,122 79.4 603 62.4 77 84.6 One 272 9.4 139 7.7 118 12.3 8 8.8 1 1.1 '1%...c. 258 8.9 95 6.2 125 13.0 Mr.., 1.4 4.6 44 2.9 73 7,6 1 1.1 Mot thI I'e 1414 S. I 60 3.9 46 4.8 4.4 - .. _ _ .-- e !flan ... 4.1'.4 iIl 31'tsitc 2,357 83.2 1,752 81.4 793 82.4 80 87.9 343A. 1. 482 16.6 248 16. 1 356 16,2 7 7.7 tntlwr 63 2,2 49 .2.5 1% 1.4 4 4.4 - ---. - . _ . 5. 1 A s.U.i -..--..-...Multi- .. _____. ktill-t.iii4 1,691 59.9 1,151 76.5 348 37.5 69 79.3 l'a 71 t:t,.. 1,+130 40.1 354 23.5 560 67 S 18 20.7 6,l'A 1- t;1.i::. c.t .1...i:..; Pref.. s.i.....ii 617 78.6 372 30.3 172 25.7 20 27.8 Clef teal . 247 11.4 151 12.3 64 9.6 10 13.9 Service 411 19.0 232 18.9 124 18.5 14 19.4 k'srining 109 S.0 52 4.2 45 6.7 2 2.8 Prucesing 21 1.0 12 1.0 7 1.0 Machine 77 3.6 35 2.9 31 4.6 5 6.9 Bench 12 0.6 4 . 3 6 . 9 5 Structural 220 10.2 134 10.9 58 8.7 6.9 3 Miscellaneous 60 2.8 30 2.4 22 3.3 4.2 1 1.4 Nurse 40 1.9 18 1.4 18 2.7 Rettr 346 16,0 lei, ...u.,2_ 123 18.4 12 16.7 7.VA1111.1i'N 1.1,1.C.../ Less than high 41.tioul1,258 45.0 595 39.7 472 50.6 33 37.1 flirli scho.1 864 30.9 502 33.5 263 28.2 37 41.6 Souse iullete 347 12.4 211 14.1 100 10.7 10 11.2 A.A. degree 22 0.8 10 .7 30 1.1 1 1.1 4.year degree 183 6.5 103 6.9 54 5.8 5 5.6 4 .y.:_i.r ..1,,I...... 124 4 4 3 - plus a 77. 5,1 34 3.6 3.4 -171,:iintii: 14 s (Yet: .i-,,/ Pi oiessiunal 310 13.2 202 15.3 77 10.3 17 23.3 Clerical 364 18.5 212 16.1 105 14.0 9 12.1 Service 340 14.4 186 IC 1 106 14.2 7 9.6 Farming 11 0.5 6 .5 3 .4 Iirocessuig 9 0.4 5 .4 3 .4 Machine 3 0.1 2 .2 1 .1 bench 4 0.2 3 .2 1 .1 Structural 7 0.3 2 .2 3 4 Miscellaneous 22 0.9 9 .7 11 1.5 None 1,179 50.1 648 49.1 393 52, S 38 52.1 Retired jia_44.__ 43 3.3 46 6,1 2 4/ 7 9.NIOTtlfiit'SYD::LA T:ON / Lebo than turn hc.nuol 492 21.4 227 17.7 180 24.8 6 8.3 High school 1,228 53.4 718 55.9 364 50.1 49 68.1 Some collie g a 356 15.5 195 15,2 126 17.3 10 13.9 A.A. degree 34 1.5 22 1. T 10 1.4 4.2 4-year degree 158 6.9 100 7.8 39 5.4 3 4.2 4-yeard. vr,.! 21,s1 33 1.4 23 1 : 1 1.4 10.POUNI)- 1 ii :3' ''..: t AC i."./ CossLan JOisiiles 1,650 68.0 888 65.6 541 71.3 42 53.2 2t1 notes ..r p)re 778 32.0 46. 4 4 2e03 37 46.8 11. FIr ANC,:y.... st.r,Pc:.. 1 1 . Parent 982 46.8 635 51.2 230 37,6 38 50.0 Sell and family 801 38.1 422 34.0 290 47,5 26 34.2 Ciovernme-A 317 15 1 12 15. 8 1_14.9 _ I?.I. AM:ISI:C6!Ii. / _ Less than 57, 500 642 23.9 344 24.3 .4 23,5 19 23.5 $7,500 . $12, 000 518 19.3 278 19.7 177 19,4 9 11.1 112,04 and over 597 22.2 341 24.1 182 20.0 28 34.6 Can't etisite 927 34.5 450 31.8 339 37 T 25 30.9 13, FTC1'T 1u7A1 N / 365 22. T 0.150 219 21.0 92 24.7 12 20.0 431 26.7 150.5n0 311 29.8 88 23.6 21 34.0 14.II. S. Ct.; 5 ;(.P.A3) !LANK / 0.40 851 46.2 507 42.5 344 53.1 29 42.4 41.60 307 36, 7 203 17.0 104 16.0 15 21.4 6180 245 13.3 139 11.6 106 16.4 7 30.0 Ill .100 434 23.4 345 28.9 94 14.5 19 '7.2 IS.Atlf7 / 17 vr tinder 35 1.2 22 1.4 7 .7 2 2.2 18.20 1,261 41.5 826 53.6 208 29.9 45 49.5 21.44 1,453 50.0 656 42.6 585 60,7 44 48.4 .....---- 0,er 44 1 1$4 S 3 3t 2.3 _ A; 8,6 t II lftAe 1I 11s1 e 1%1 1`.1/1.!1'.'N1 32 f ..f all,..., a.tt. f za s .13 A 4*. ,g #1. r t MA. Anton .t'ts Pheistird el 1. 19/1-1'113

1 C...t.-.!,, 9,15 - Pay( h 1gy, t't ir I. in Cho r.iita I Itittt Student All A. A. Der eve All A. S. Di gree Pul.. Atss: s 2. l'i oti r.i tn. tine. i a 1 S4. s. 114 l 5 L ._A.A* LILL --. ti u. I ...... , ...... A.: ....-,.. \1 1 1 ett..11.. 1, :i1 47.0 724. 47.2 452 46. 9 84 56.b 64 43.2 lj ' 1 7 53.0 813 52. 8 511 53.1 ...... T.KiVIL: i -3:S : je,, i ,o,. 1, 1 69 (.5. 0 1.149 75.0 485 50.5 119 141. 0 28 :'.,1 irriid 1,0/17 3c.0 382 25.0 476 49.5 19.0 ._.:.1.?' `L-2 IL I 1.-`"1:"7111...- / None 2.093 72.0 1,222 79.4 601 62.4 124 83.8 Die 27? 9.4 119 7.? 118 12.3 6 4.1 Too 258 8.9 95 6.2 125 13.0 6 4.3 Three 134 4.6 44 2.9 73 7.6 5 3.4 More th tii three /4ti 5.1 60 3.9 46 4.8 7 4.8 ,11At:1 / White 2,357 81.2 1,252 81.4 793 87.4 99 66. 9 Iliad 482 36.6 248 16.3 156 16.2 47 31.8 Otr.i.r 63 2. 2 39 2.5 13 1.4 2 3.4 R. s yttiv NI:, I i 1-4.2 Foil time 1,691 59.9 1,151 76.5 348 37.5 112 76.2 P.irt time ,,,110 40. 1 354 23. 5 580 62.5 35 23. liAT/111L'S L:q. cTi'. / i's otessiohal 617 28.6 372 30.3 172 25.7 33 28.0 Clerical 247 11.4 151 12.3 64 9.6 9 7.6 Service 411 19.0 232 18.9 124 18.5 35 29.7 Farming 109 5.0 52 4.2 45 6.7 4 3.4 Processing 21 1.0 12 1.0 7 1.0 3 2.5 Machine 77 3.1. 35 2.9 31 4.6 1 8 Bench 12 0.6 4 .3 6 .9 Structural 220 10.2 144 10. 9 58 8.7 8 6.8 Miscellaneous 60 2.8 ') 2.4 22 3.3 4 3.4 Nettle 40 1.9 18 3.5 18 2.7 2 1.? Retired 34i; 16. 0 181, 35.2 123 18,4 19 7.}..31111it s /'1'..*(:./ Less ttl.in 1,2 gh school1,758 45.0 595 39.7 472 50.6 61 42. 1 High sac.,1 864 30.9 502 33. 5 263 28.2 44 30. 3 Soule c o 1 1 e g t 347 12.4 211 14.1 100 10.7 19 13. 1 A.A. degree 22 0.8 10 .7 10 1.1 2 1.4 4-year degree 183 6.5 103 6.9 54 5.8 9 6.2 4 -us r cit-i- see. -lus 124 4.4 77 _ 5.1 34 3.6 10 6. 9 . MOT111.1'. S t c.c.:VP./ PtC(..: sasol,a1 310 11. 2 202 15.3 77 10.3 19 15.3 Clerital 364 15.5 211. 16.1 105 14.0 10 8.1 Service 340 14.4 186 14.1 106 14.2 14 31.3 }arming II 0. 5 6 .5 3 .4 Processing 9 0.4 5 .4 3 .4 Machine 3 0.1 2 .2 1 .1 Bench 4 0.2 3 .2 1 .1 Structural 7 0.3 2 .2 3 .4 MuscelLaneous 22 0.9 9 .7 11 1.5 1 .8 None 1.179 50. 1 648 49.1 393 52.5 74 59. 7 Refit e4 104 4.4 43 3, 3 46 6.1 6 4.8 9. MOTHER ..I nt:C.A TION / Less th.in h4g.h school 492 21.4 227 17.7 180 24.5 25 21.2 High at hoot 1,228 53.4 718 55.9 364 50.1 63 33.4 Some college 356 15.5 195 15.2 126 17.3 17 14.4 A.A. dcgrre 34 1.5 22 1.7 10 1.4 1 8 4-year drt:ree 158 6.9 100 7,8 39 5.4 11 9.3 4:yea r ('"'fe - yitse 31 1.4 23 1.8 8 1.1 1 8 10.RottNn- 1 g<:;, :.:::.:-..A.GE r LC55 th.tn 2.0 macs 1,650 68.0 888 65.6 541 71.3 91 68.9 zn rno% ..r more 778 32.0 46 . 41 31, 1 11.l'INA::C:.A.. :,:i'3 CT1T / ir;irent 982 46.8 635 51.2 230 37.6 58 53.7 Sell and family 801 38.1 422 34.0 290 47. 3 38 35.2 Crovtrs,r-rq 317 21,1,...... ___m_.....14,1 91 14.9 12 11. 1 12.FAMILY .:Nt C '.11;/ Less tl..in sT. 500 642 23.9 344 24.3 214 23, 5 47 359 57.500 - 512.000 518 19.3 278 19.7 177 19.4 21 16.0 312.000 and over 597 22.2 341 24.1 182 20.0 25 39.1 Can't ctir.ate 927 34.5 450 31. 8 339 37.2 35 29 0 13.k'Tt.:1' 1'10 IA 1.S / 0-150 365 22.7 219 21.0 92 24.7 27 29. 1 3511.5'r4 431 26, 7 311 29.8 88 23.6 26 28 0 14.H. S. CL.AS,' GRAD RANK / 0-40 851 46.2 507 42.5 344 53.1 48 44.4 41 -60 307 16.7 203 17.0 104 16,0 17 15. 7 61-80 245 13. 3 139 21.6 106 36.4 8 7.4 345 94 14.5 35 81 -100 439 23.8 28.9 32. 4...... 15.AC.11/ 17 or under 35 1.2 22 1.4 7 .7 1 7 18-20 1, 263 43.5 826 53.6 288 29.9 84 S6. 8 21-44 1,453 50.0 t,56 43.6 585 60.7 60 40.5 O. ..r 44 154 5.3 U. 2.3 131 8.6 3 2_13 k.s stof NIS Py 1::11.0;:ovArppi)(.;I:Am . 4.1 allAr, ,.it. ,1 Alt., bti,i"tat Ali AP'.4g.ite 33 of N. r tgli Ists, and all At.* fftIstttd CC (tom 1971 -1973 ...-.....------. 2, 90; --- Mulint L.horakterastic stnirrit All A. A. Decree All A.S. Davi-re interdisciplinary Sample Prograno. Pros rd !We (A. A. bituirtltS)

V f% e. I.t.ZX / ..f.. Female 1, 161 47.0 726 47.2 452 46.9 187 46.6 5.1.ile _..._t. 4/ 53.0 Si 3 52. ft 511 53. 1 214 53. 4 .-.14! ,;th kT NI. :+2..I i'5.I I..in),l 1.869 GC. 0 1,149 75.0 485 50. S 278 69. 3 M.irri.ri I 007 3C.0 352 25.0 476 49.5 123 10. 7 S.NO. l): 111,NIr.1 I.", i None 2, 093 72.0 1,222 79.4 601 62.4 311 77. 6 One 272 9.4 119 7.7 118 12.3 24 6.0 Two 258 8.9 95 6.2 125 13.0 29 7.2 Three 134 4.6 44 2.9 73 7.6 15 3.7 More than thrve )48 5.1 60 3.9 46 4.8 24 5.5 4.:1ACV- .:. / -white 2. 357 81.2 1.252 81.4 793 82.4 348 86. 8 Black 432 16.6 248 16. 1 156 16.2 49 12. 2 Other 63 2.2 39 2.5 13 1.4 4 1.0 5.Sr e!)!.%;I s lA S i Vull-tinte 1,691 59. 9 1,151 76.5 348 37.5 282 72. 5 Part -titil. ...11 130 40.1 3S4 23 5 580 62.5 107 27.5 6.VATIII.H.N CC:C:'LL../ prof.: st,ional 617 28.6 372 30.3 172 25.7 86 28.4 Clerical 247 11.4 151 12.3 64 9.6 45 14.9 Service 411 19.0 232 18.9 124 18.5 48 15.8 Farming 109 5.0 52 4.2 45 6.7 16 S.3 Processing 21 1.0 12 1.0 7 1.0 3 1.0 Machine 77 3.6 35 2.9 31 4.6 5 1. 7 Bench 12 0.6 4 .3 6 .9 2 .7 Structural 220 10.2 134 10.9 58 8.7 30 9.9 Misc. Mucous 60 2. 8 30 2.4 22 3. 3 7 2. 3 None 40 2.9 38 1.5 18 2.7 5 1.7 Retired 346 16.0 123 18,4 56 18. 5 FA T1 1 } K'S LI)11::. J Less than high school1.258 45.0 595 39.7 472 50.6 159 40. 9 High s chat.' 864 30.9 502 33.5 116 Some college 263 28, 2 29. 8 tV 347 12.4 211 14.1 100 10.7 61 15. 7 r-t A.A. degree 22 0.8 4-year degree 10 .7 10 1.1 1 .3 183 6. 5 103 6.9 54 5.8 25 6.4 ry 4.trar door-yr - plus 124 4.4 5.1 34 3.6 8.MOT/IKR'S OLCUP. / ll 2/ 6.9 Professional 310 13.2 202 15.3 f-i Clerical 77 10.3 49 14.6 364 26.5 212 16.1 105 14.0 62 18.5 Service 340 14.4 186 14.1 106 14.2 Farming 46 13,7 11 0.5 6 .5 3 .4 2 .6 Processing 9 0.4 5 .4 3 .4 Machine 3 0. 1 2 .2 1 .1 Bench 4 0.2 3 .2 1 .1 Structural 7 0.3 2 .2 3 .4 1 .3 Miscellaneous 22 0.9 9 .7 11 2.5 2 None .6 1,179 50.1 648 49.1 393 52.5 164 48.8 Retired 04 4.4 43 3 3 46 - 1 9.MOTHLR'S F.MICA1 ION / Less than high school 492 21.4 227 17, 7 High school 1.228 5.4. 4 718 55.9 364 50.1 266 50.6 Some college 356 15.5 195 15.2 126 17.3 54 16.5 A. A. degree 34 2.5 22 1.7 4-yeardegree 158 6.9 100 7.8 4-,eardtaree.:.plus 33 1.4 3 8 10.ROUNLI..1.11.P NIII..I.AC.E / Less than 20 :Lies 1,650 68.0 888 65.6 541 71.3 20 mile% or snore 778 32 0 466 34.4 2 11.1- INANCIA L :ieiPc)it T / Pa rent 982 46.8 635 51.2 230 37.6 161 51. I Self and family 801 38. 1 422 34.0 290 47. 5 107 34.0 CoaerrtniPnt 317 15.1 14._$, 9,2 47 14.9 12.FAMILY :',.CC,...i: / jj) 14.Q Less than 57.500 642 23.9 344 24.3 214 23.5 59 16.0 51.500 -512.000 518 19.3 278 19.7 177 19.4 79 21. 5 $12,000 and over 597 22.2 341 24.1 182 20.0 88 23.9 Can't e-aimate 927 Z4.5 410 31.8 339 37.2 142 38.6 13. rcf,r 1 ki :AL:, / 365 22.7 0.150 219 21.0 92 24.7 42 17.5 350.500 431 26.7 311 29.8 88 23.6 14.ft. S. C!...1s1 C.P.Al.) RANK / 0.40 851 46.2 in 42.5 344 53.1 157 47.4 41-60 307 16.7 ... t 17.0 104 16.0 55 16. 6 61-80 245 13.3 109 11.6 106 16.4 33 10.0 81.100 4); 21.8 345 28.9 94 14.5 86 26.0 . AGE / --. .... 17 or tinder 35 1.2 22 1.4 7 .7 9 2.2 18-20 1, 263 43.5 826 53.6 288 29.9 2174 50.9 21.44 1,453 50.0 656 42.6 585 60. 7 175 43. t, 0.,r 44 154 5.3 10 2.3 83 8.0 13 3.2 34

Psychology, Public Affairs, and Social Sciences (148 students) These fields of study were characterized by a high percentage (81 percent) of single students and a high percentage (-..8 percent) of black students.There was a tendency for the fathers of these stuecnts to be engaged in service occu- pations and for a large percentage (60 percent) of the mothers to haveno occu- pation.The parents' educational backgroundswere about average, but family incomes were below average. A relatively high percentage (29.1 percent)of the students scored less than 150 on the FTGPT. Interdisciplinary (401 students) This group included all of those students who intended to obtain the Associate of Arts degree butwere not prepared to choose, at the time of their admission, a specific major field of study. Asa group they differed in very few respects from the average Associate of Arts degree student. A relatively high percentage (30.7 percent) of them were married. The reported family incomes were slightly above average, but almost 40 percent of these students were unable to estimate their family income. Asa group their scores on the FTGPT were somewhat above average. Associate of Science sglgeePro rams Agriculture(23 students) The students in this program differed from students in other Associate of Science programs on virtually every count. Almost 90 percent were full- time and they were younger than was the average student. Whereas their mothers tended toward clerical occupations, the fathers (37. 5 percent of them) were engaged in agriculture.The educational backgrounds of the parents were 35

not very strong, only oneof the 46 parents havinggraduated from a four-year college.These students tended to rely heavilyon their parents for financial support. A high percentage (53.4 percent) ofthe students scored less than 150 on the FTGPT. Health(120 students) There was a seven to three preponderanceof females in this field. About 90 percent of the studentswere white, 37 percent were married, and 83.5 percent were full-time students.They.tended to be younger than other Associate of Science students.Their scores on the FTGPTwere considerably above average, and their rankings in theirhigh school graduating classeswere well above average. Family incomes seemed belowaverage and there was a tendency for these students to rely on their parents forfinancial support. A high percentage (40.2 percent) of thesestudents commuted more than 20 miles daily. Office(160 students) In this program area the female students outnumberedthe males three to two.About three-fourths were full-time, and theaverage age was well below that of the composite Associate of Sciencestudent. A relatively high percentage of the fathers (55.1 percent) and of the mothers(32.1 percent) did not complete high school.Commuting distances were greater for these students and they tended to rely on their parents forfinancial support.Their scores on the FTGPT were not very high, with a disproportionatepercentage (34.9) percent) having scored less than 150 and only13.8 having scored over 350.However, they 'dents ranked higher in their high school graduating 1.1 K' ;.ut s, I i'DPV.T!, P*1' !".1`1' :P''A Pitt .t:14A%1 3() I reo . 1.0 414 .te Alts btPi. 'St 5, A4;*. sate Of S. ten. r ea, ...4 all avi.1.its ..,t14.ittecl tt ttt1471-1V7.$ r 1.'1J:? rStudeitt Char.,. tert.t84. Stie!..nt All A. A. 11.gre. All A. S. Degree Agriculture Somole Pr,Igt ants Programs (A. s. st.etehes) -- .- N... i . 1".: ma le 1.'41.1 47.0 726 47.2 452 46.9 2 8.7 - _M.. le It.57 c 1, n al 1 51.8 511 53.1 21 91. 3 . NtAlz :I 1 N 1 All'S / _...... ___..._ hingli 1. 6(.9 -65. 0 1.149 75.0 485 50.5 18 78. 3 382 25. 0 476 49.5 M., rt ie.! 1 007 3C. 0 ...- -__ 5 21. 7 ,.::ti1):.1': %D I.% 1 Sj 'Non.. 2,093 72 0 1,222 79.4 601 62.4 18 78.3 One 272 9.4 119 7.7 118 12.3 1 4.3 Two 258 8. 9 95 6.2 125 13. 0 2 8, 7 Three 134 4.6 44 2.9 73 7.6 1 4.3 --.... -More than throe 148 5. 1 60 3.9 46 4.8 1 4. 3 4.R.",c,i-, I -iliac 2, 357 81.2 1,252 81.4 793 82. 4 23 100.0 Black 482 16.6 248 16.1 156 16.2 - Other 63 2.2 39 2.5 13 1.4 . S I'L:_1): ;" :NIL. Tt S I Full -time 1, 691 59.9 1.151 76.5 348 37.5 17 89. 5 Part-t,ot 1,130 40.1 354 23.5 5f:0 2. 5 2 10. 5 6.I'A'11ft4'4 Ot(.(14',/ 1'referistos..11 617 28.6 372 30.3 172 25.7 3 18.8 Clerical 247 11.4 151 12.3 64 9.6 2 12.5 Service 411 I9.0 232 l8.9 124 16.5 1 6. 3 Farming 109 5.0 52 4.2 45 6.7 6 37.5 Processing 21 1.0 12 1.0 7 1.0 Machine 77 3.6 35 2.9 31 4.6 1 6.3 Bench 12 0.6 4 . 3 6 .9 Structural 220 10.2 134 10.9 58 8.7 1 6.3 r"iscellancous 60 2. 8 30 2.4 22 3. 3 1 6. 3 None 40 1.9 IS 1.5 18 2.7 1 6.3 Pet) red 346 16.0 __1.13k 15.2 123 18.4 7. 1'A711FR'S 1:01.C,/ Leas than high school1,258 45.0 595 39.7 472 50.6 10 43.5 Nigh school 864 30.9 502 33.5 263 28.2 8 34.8 Sonic college 347 12.4 211 14.1 100 10.7 4 17.4 A.A. degs re 22 0.8 10 .7 10 1.1 4-year degree 183 6.5 103 6.9 54 5. 8 1 4. 3 4-mar dci:rce - pins 124 4.4 77 ail - )4 3.6 MOTtfrit S OL.CUP. / Protessioi.al 310 13.2 202 15.3 77 10.3 1 5.3 Clerical 364 15.5 212 16.1 105 14.0 5 26.3 Service 340 14.4 186 14.1 106 14.2 2 10.5 Farming 11 0.5 6 .5 3 .4 1 5.3 Processing 9 0.4 s .4 3 .4 Machine 3 0.1 2 .2 1 .1 Bench 4 0.2 3 .2 1 .1 Structural 7 0.3 2 .2 3 .4 Miscellanacrus 22 0.9 9 .7 11 1.5 None 1, 179 50.1 648 49.1 393 52.5 10 52.6 Retired 104 13 3 46 6 1 9. MOTHER'S Et/CCAT:ON / Less than hip. school 492 Z1.4 227 17.7 180 24.8 6 30.0 Nigh school 1, 228 33.4 718 55.9 364 50.1 11 55.0 Seine colli.ge 356 15.5 105 15.2 126 17.3 3 15.0 A.A. degree 34 1.5 22 1.7 10 1.4 4 -y-.1% r degree 358 6.9 100 7.8 39 5.4 1 8 4.7eardrerre - plug 33 1.4 23 _..-t 8 I. 1 10.liOtINDT RIP ,.1::.!_ACE / Less than 40 miles 1,6 V) 68.0 888 65.6 541 71.3 16 57.1 20 nsileq nr rd,,re 778 32.8 466 34.4 216 28.7 9 42.9 11. 1-'1`:ANC.'A1. SUFI CUT / Pa re.nt 982 46.8 635 53.2 230 37.6 10 58.8 Self asid family 801 38. 1 422 34.0 290 47. 5 4 23. 5 Co% e rnrn.-ne 317 15.1 2E42.1.8 41 14.9 3 17.6 12. FA l'.11:-.,1::,:c C!.!!. / Less l':an 57, 500 642 23.9 344 24.3 214 23. 5 4 17.4 67.506 - $12, 0,50 518 19.3 278 19.7 177 19.4 6 26. 1 51:.,000 and c.ver 597 22.2 341 24.1 182 20.0 6 26. 1 Can't ectsmte 927 14 1...-- 450 31.8 339 37. 2 30. 4 13. I-ic.Pr lim,t_i 31,5 12.7 0-15u 219 21.0 92 24.7 8 53.4 431 76. 7 350-5n0 311 29.8 88 23.6 2 13. 3 14.U. S. Cl-VisGRADHANI: / 0-40 851 46.2 507 42.5 344 53.1 3 15.0 41.60 307 16.7 203 17.0 304 16.0 4 20. 0 61.80 !45 13.3 139 11.6 106 16.4 6 30.0 81-100 459 23.8 345 28.9 94 14.5 7 35. 0 I S.AC,1. / 17 or under 35 1.2 22 1.4 7 .7 16-20 1, 263 43.5 826 53.6 288 29.9 14 60, 9 21-44 1, 453 50.0 656 42.6 585 60.7 8 34.ki Oer41 154 5,3 3i. 2.3 83 8.6 1 4. 3 CAIN PAC rcit:f.113 s rurverqrs bY 1141:1v .:'1'Al. 1.1't GRAM C. t. Alt ll".^-t0: all As.ate of t it JP, Aa.0,01Ta 37 sii.1 all rt..,11ta A.Itz..11,.! 6. C. frl.ni 1911-1473

st.,,R.nt t--Etr.,,tcri%tti. Sti,dia.t An A. A. 16,0.. e All A. S.Ikgrt2.: th tilts NatilpIi, Pro I tE r..711.1 IA, s,.etudetst et

F. ... P ...... -- a r If e M _...... _1. ..5: .-.x / ret....1,. 2, 361 47.0 775 47.2 454 46. 9 85 70. 8 M.I. 1,537 53.0 C.11 5'.8 '.7.11 51.1 3', 29. 2 7:-K..7\1(!r..,,.1::; / 8,141.9 65. 0 1, 149 7s.0 4145 50.5 75 (.3.0 NI., rr.cri 1 007 3',. 0 3S2 25.0 47t. 49.5 44 37. 0 _ . _-A 3,,....;:o. DI i.i 7:D!_11); / 1;011i 2.093 72.0 1,222 79.4 601 62.4 90 75. 0 One 272 9. 4 119 7.7 118 12.3 14 13. 3 Tutu 258 8. 9 95 6.2 125 11. 0 6 5.0 Thre. 134 4.4 44 1. 9 73 7.1. 4 3. 3 Mori- tli.in three 148 $. 1 60 3.9 46 4. 8 4 3 3 4.IcAS:.!,: 1 ivsia.1 2, 357 81. Z 1,252 81.4 793 SZ. 4 108 90.0 1-11.ick 482 16,6 248 16.2 156 16.1 11 9. 2 63 2.2 39 2.5 13 1.4 ....-- 1 .8 S.S'. 1''f.'.:, :Al I'S / k till -t ,Iii. 7,691 59.9 1,151 76. ri 348 37.5 96 83.5 Pa it -tune 1,130 40. 1 354 23. 5 580 62.5 q t'5 6.7A18!!- it's t tt.-:e. r 1j...it...b.:AI 617 2C. 6 372 30. 3 172 25.7 26 26. 3 Clericol 247 11.4 151 12.3 64 9.6 11 21.1 Service 411 19.0 232 18.9 124 18.5 20 20.2 Farming 109 5. 0 52 4.2 45 6.7 3 3. 0 Pi orecsIng 21 1.0 12 1.0 7 1.0 2 2.0 Machine 77 3.6 35 2.9 31 4.6 3 3.0 Bench 12 0.6 4 .3 6 9 1 1.0 Structural 220 10.2 134 10.9 58 8.7 11 11. 1 Miscellaneous 60 2. 8 30 2.4 22 3. 3 3 3. 0 None 40 1.9 18 1.5 18 2.7 4 4.0 ficti reit 346 76.0 186 15.2 123 18.4 15 15.2 7.VATI1r.it's I D.C. / Less thin high school1,258 45.0 595 39.7 472 50.6 so 42.0 liseh litho.' 864 70. 9 502 33. 5 263 28.2 43 36. 1 Some college 347 12.4 211 14.1 100 10.7 18 15. 1 A.A. degreo 22 0.8 10 .7 10 1. 1 1 .8 4-year degree 183 6.5 103 6.9 54 5.8 4 3.4 4 a!? r (1,1.ree..- dug 124 4.4 77-..----5.1 34 3.6 3 2. 5 8.NICTI11-.1t'S ti-i..:11../. / ProCcssiot,a1 310 83.2 202 15.3 77 10.3 15 14.6 H Cie riLal 364 85.5 212 16.1 105 14.0 18 17. 5 Service 340 14.4 186 14.1 106 14.2 12 21.7 Farming 11 0. 5 6 .5 1 .4 Processing 9 0.4 5 .4 3 .4 1.4schicie 3 0.1 2 .2 1 .1 Bench 4 0.2 3 .2 1 .1 Structural 7 0.3 2 .2 3 .4 Miscellaneous 22 0, 9 9 . 7 11 1. 5 3 2. 9 None 1, 179 50.1 648 49.1 393 52.5 52 90. 5 Retired 104 4 43 3. 3 46 6.1 3 2. 9 9. MOTH F.U... 4-1,1eCATION ! Letts than nigh school 492 21.4 227 17.7 180 24.8 24 23. 5 High school 1,218 53. 4 718 55.9 364 50.1 48 47. 1 Some conege 356 15.5 195 15.2 126 17.3 22 21. 6 A.A. degree 34 1.3 22 1.7 10 1.4 4 3.9 4-year degree 158 6.9 100 7.8 39 5.4 3 2.9 4 .5.- i r d.-.ree - plus 33 1.4 23 7.8 8 1 1 1.0 10,ROVNis'I i,:i :.1I Atli-. I-. Lees wan 10 STILLS 1, 650 68.0 888 65.6 541 71. 3 55 59.8 2n ri:i.e.; ,,r ni,,re 778 32.0 466 34.4 218 28._7 37 40.1 11.1. 1NANCIAL SL'}'1'3..//T / Parent 932 46.8 635 51.2 230 37.6 44 47. 3 Self and fannly 801 38. 1 422 34.0 290 47. 5 39 41. 9 cniretnnsent 317 15.1 1133 14.8 91 14-9 10 10. 8 12. YAW? V ,i.,...'!i. / Less Viari .37. SOO 642 23.9 344 24.3 214 23.5 40 37.4 $7.500 - $12,000 528 19. 3 278 19.7 177 19.4 24 22.4 $12, 001 and uver 597 22,2 341 24.1 182 20.0 21 19. 6 450 Can't e-t.tstate .... -9T 34. $ 31.8 339 37.2 22 20. 6 13.r-rc-,Pr 1L Al. / 0-153 365 22.7 219 21.0 92 24.7 10 11.8 350510 -.. 431 26. 7 311 29.8 88 23.6 26 30.6 74.11. S. C.1..i-,.; t,P.t.13 RAN?: I 0-40 2451 46.2 SOT 42.5 344 53.1 44 43.6 *1-60 307 15.7 203 27.0 104 16.0 16 15. 8 61.80 245 13.3 139 11.6 106 16.4 14 23.9 81-101 419 23.14 345 2P.9 94 24.5 27 26. 7 .-15.AGE. / 17 or under 35 2.2 22 1.4 7 .7 18-20 1.263 43.5 826 53.6 288 29.9 57 49.1 21 -44 1. 45) 50.0 656 42.1. 585 1.0.7 56 46. 7 0. , r 44 154 5. 3 it, 2. 3 83 8.1. 5 4.2 t lARAt TEP:ST't S :TENT!, t.1 frawv.LI 33. ),,e, c. if... :..11 A , 4,. it, r Aft, It A tat, 38 rt.1., t.I.1..tt, rct 1.611-1971 ---....."-- --... 47-..N5 tat. ltIt(IA 1... ter.hile :4.1::.tit All A. A. IL i ree All A. S. De:;ree Otis,. :t.m.pl- Pril.tetilt1 Pt ',gra!II* (A. b. tirudiiite I -e-....4..--...-' - aY: . _7- rem.,t.. 1. 3' 1 47.0 7?t 47.2 452 46.9 at 60. 0 to O. IL! 37 13. 0 811 2.t4 511 53.1 t 4 4n. 0 -I.:.:Tfc iI A :. 7. F% i:' .77--- _____ .... _ 50. 5 116 72.5 :41?gle 1, 869 65.0 1, 144 75.0 485 .1f.2 25.0 476 49.5 44 27. 5 _ _ _ S.'t? ??I 1, 007 35.0 A. iC.)121.4'1 .. If: : S I i:tfile 2, 091 72.0 1, 2.'2 79.4 601 62.4 128 80. 0 One 272 9.4 139 7.7 118 12.3 12 7. 5 T w (., 258 8. 9 95 6.2 125 11, 0 30 6. 3 Three 134 4.6 44 2.9 73 7.6 6 3. 8 Mnr thlts th:.cr 143: 5.1 60 3. 9 46 4. 8 4 2. 5 . .._.1 At1/ 3t hitt: 2, 3!.7 81.2 1.252 81.4 793 82.4 131 87. 4 /llaLl. 482 16.6 2414 16.1 156 16.2 26 16.4 -Other 63 2.2 39 2. 5 .. 13 1.4 7 1.3 s ;101 ::1 "t:.--1,I 1::-.. - / ititt-t3;... 1, 691 59.9 1.151 76.5 348 37.5 113 73.9 10.trt -t lir , 1 130 40.1 354 23. 5 580 62.5 40 26.1 t_z__IA'033.3:o Cit 'Ll',../ Proies-isou.si 617 28, 6 372 30. 3 172 25.7 34 28.1 CIL:tic-II .297 11.4 151 12.3 64 9.6 12 9.9 Seevte 411 19.0 232 18.9 124 18.5 23 19. 0 Farming 109 5.0 52 4.2 45 6.7 5 4.1 Processing 21 1.0 . 12 1.0 7 1.0 2 1.7 Machine 77 3.6 35 2.9 31 4.6 5 4.1 fiends 12 0.6 4 .3 6 .9 :4rue-tura! 220 30.2 134 10.9 58 8.7 9 7.4 Miscellalicaus 60 2.8 30 2.0. 22 3. 3 8 6.6 Nusse 40 3.9 18 1.5 18 2.7 4 3.3 Iltird 346 16.0 186 15.2 123 18.4 19 15.7 7.YAT11331'S 1 WC_ / Less VI.% IliKii ach,,o11,258 45.0 595 39.7 472 50.6 86 55.1 High scho-1 9e,4 30.9 502 33. 5 263 28.2 40 25.6 Some c otle..ge 347 12.4 211 14.1 100 10.7 17 10.9 A.A. degree 22 0.8 10 .7 10 1.1 2 1.3 4-year degree 103 6.5 103 6. 9 54 5.8 5 3.2 4-yea r it. zt.-e - plus 124 4.4 7 6 3. 8 8.MOT131:1: ti ...i (. i'./ Professional 310 13.2 202 15.3 77 10.3 13 9.4 Clerical 364 15.5 212 16.1 105 14.0 17 12.3 Service 340 14.4 186 14.1 106 14.2 21 15.2 Farming 11 0.5 6 .5 3 .4 , Processing 9 0.4 5 .4 3 .4 1 .7 Machine 3 0.1 2 .2 1 .1 Bench 4 0.2 3 .2 1 .1 Structural 7 0.3 2 .2 3 .4 1 .7 Miscellaneous 22 0.9 9 .7 11 1.5 2 1.4 None 1.179 50.1 648 49.1 393 52.5 79 57.2

Retired 104 4.4 43....._a1_,...... 46 6.1 1 4 2.9

9.1107111:31.8 3 T t.*C. '11:0N / Less Lb,' n high cch.iul 492 21.4 227 17.7 180 24.8 42 32.1 High school 1,228 53.4 718 55.9 364 50.1 63 48.1 Some college 356 15.5 195 15.2 126 17. 3 23 17.6 A.A. degree 34 1.5 22 1. 7 10 1.4 1 8 4-year degree 158 6.9 100 7.8 39 5.4 2 1.5 4-year ?1,?- tee - Otis 33 1.4 23 L8 8 1 1 16.liGCNI..)-11% i' !.!:; ,- .A61: i' Less that, 2.3 'miles 1.650 68.0 888 65.6 541 71.3 93 64.6 21rtntr%"f-11%..re- 778 32.0 466 34.4 4313 4847 51 35.4 ----....i'3 ....i< TI 11.} INANC...:. N' I's rvnt 982 46.8 635 t .2 230 37.6 71 54.2 Self and family 801 38.1 422 34.0 290 47.5 36 27.5 Clove rnrt.r t 317 15.1 383 14,a 91- ..14.9 24 18.3 12.I. AM:i v 1:.: :1: ! Loss tarn .7. 500 642 23.9 344 24.3 214 23.5 43 29. 3 $7,500 - 512,000 518 19.3 278 34.7 177 19.4 26 37.7 $12,000 and over 597 22.2 341 24.1 182 20.0 26 17.7 Can't c .tIsiitr 927 34.5 450 31.8 339 37.2 52 35.4 13.f TCl'I 101A1 N / 0-150 365 22.7 219 21.0 92 24.7 38 34. 9 350-511 431 26.7 311 29.8 88 23.6 15 13.8 14.H. S. CI Ass C:V.Arf RANK / 0-40 851 46.2 507 42.5 344 53.1 55 41.7 41.60 307 16.7 203 17.0 104 16.0 28 21.2 61-80 245 13.3 119 11.6 106 16.4 30 22.7 81-131) 419 23. 8 345 28.9 94 14.5 19 14.4 I .ACJ: / ___ 17 or under 35 1.3 22 1.4 7 .7 1 .6 1820 1,263 43.5 826 53.6 288 29.9 92 57. 5 21 44 1,453 50.0 656 42.6 585 t.0.7 63 39.4 ON 0 r 44 154 5.3 t In 2.3 83 P.', 4 2.S ("HAMA( 1 PI :el lc ,11.!ie4 !io'A 1. PlttX.P.1`,1 t:i.t.4.4r. w.ti ..fII 1Alt.rI. mu, all Ab..41. 39 of S. e 1nto, and oh14 I.-fits t24 tr,tet l',;1 .1973 .MINI. 2.'/O:r Unclassified Student C ri.ti. StIttf,,,t All A.A. II, ',tee All A. N. tt.3 rre cc. upsrional ittspl Proeranin 4A. S.al i,ta)

a I I X / Fein: le 1. 361 47.0 726 47.2 452 46, 9 246 49. 7 S27 !,3. 0- 813 1; 511 53.1 249 50. 3 61A1,1 A! fi %AU:. / !,nele 1. $(.9 65.0 1,149 75.0 485 50. 6 193 39.0 A', r. 1 007 35.0 302 25.0 476 49. S 302 61. 0 1.1 2,093 72.0 1,222 79.4 601 62.4 273 55. 2 Otte 272 9.4 119 7. 7 118 12. 3 68 13. 7 Ttav 258 8.9 95 6.2 125 11.0 80 16.2 Three 134 4.6 44 2.9 73 7.6 45 9.1 61,,re than three 148 C. 1 60 3.9 46 4. 8 29 5. 9 4.RA C 2;1 Whitt 2,357 83.2 1,252 81. 4 793 82. 4 38(. 78. 0 lilac 1. 482 16.6 248 16.1 156 16. 2. 101 24. 0 63 2.2 39 2.5 13 1.4 8 1. 6 7 tit WI! . ' 3 ull tine! 1,691 59.9 1,151 71,. 5 348 17. 5 26 5.4 Fatt-ti:n 14 130 40.1 354 23.5 580 (.2.5 453 94.6 FATtli t;cc, Prufc- slot.i1 617 28.6 372 30.3 172 25.7 81 26.4 Clerical 247 11.4 151 12.3 t4 9.6 30 9.8 Service 411 19.0 232 18.9 124 18.5 56 18.2 24 }'alining 109 5.0 52 4,2 45 6. 7 7. 8 1-'rocesriusg 21 1.0 12 1.0 7 1.0 2 .7 Machine 77 3.6 35 2.9 31 4.6 15 4.9 Bench 12 0.6 4 .3 6 .9 1 .3 Structural 220 10.2 134 10.9 58 8.7 20 6. 5 Miscellaneous 60 2.8 30 T.4 22 3.3 1.6 None 40 1.9 18 1.5 18 2.7 6 2.0 Botard wel*. 346 16.0 186 14.2 123 18.4 67 21.8 7.FAT1121eS / 1.es than high s -hoc!1.258 45.0 595 39.7 47Z 50.6 259 54. 3 Mph sihuul 864 30.9 502 3s.5 263 28.2 110 23.1 ,.... Some college 347 12.4 43 1 211 14.1 100 111.7 1..4 A.A. derree 22 0.8 10 .7 10 1.1 3 .6 el 4 -year degree 183 6.5 103 6.9 54 5.8 32 6.7 4 .yea r . ph. s 124 4.4 77 6 25 5.2 Y.; 8._MUTE!):'!" ., OCC VP. / N Protesaiunal 310 33.2 202 15.3 77 10.3 40 11.1 H Clerical 364 15.5 212 16.1 105 14.0 48 13.4 Service 340 14.4 186 14.1 106 14.2 54 15.0 Farming 11 0.5 6 .5 3 .4 1 .3 Processing 9 0.4 5 .4 3 .4 1 .3 Machine 3 0.1 2 .2 1 .1 1 .3 Bench 4 0.2 3 .2 1 .1 Structural 7 0. 3 2 .2 3 .4 2 .6 Miscellaneous 22 0.9 9 .7 31 1.5 4 1.1 None 1,179 50.1 648 49.1 393 52.5 174 48. 5 Ile.' reel 104 4.4 43 3.3 46 6,1 34 9. 5 MU1'r11:14-; lid:CATION / Less s!..en hicti scha..11 492 21.4 227 17.7 180 24.8 80 22.6 High school 1.226 53.4 718 55.9 364 50.1 174 49.2 Some college 34 15.5 195 15.2 126 17.3 60 16. 9 A.A. degree 34 1.5 22 1.7 10 1.4 4 1. 1 4-year degree 159 6.9 100 7.8 39 5.4 29 8.2 drrre !us 1: 1.4 23 7 2.0 10.ROUND-1II' N1:: 1:AC1: / Leas than 20 miles 1,650 68.0 888 65.6 541 71.3 miles ur more 778 32.0 4.. 4 11. F INAN s'...19-'fJ;t I/ Pa rcrit 982 46.8 635 51.2 230 37.6 69 28.8 Self and family 801 38.1 422 34. 0 290 47.:+ 149 62. 1 Onvernnient 317 1S.1 1113 ) 44 91 14.9 22 9.2 12.YAM!! Y Less than 57, 500 642 23.9 344 24.3 214 23.5 73 15.4 $7,51.10 - $12,000 518 19.3 278 19,7 177 19.4 80 16.8 $11,000 and over 597 22.2 341 24, 1 182 20. 0 101 21.3 Can't t-ta.sate 927 )4.5 450 31.8 33 37.2 221 46.5 13.FTC,I*1 A 1.s / 365 22. 7 C15.1 219 21.0 92 24.7 7 11.0 431 26. 7 3C0-500 311 29.8 88 23.6 28 43.8 . 21, S, , c;RAI HANN / 0 -4ti 851 46.2 507 42. 5 344 53.1 185 66.6 41-40 307 16. 7 203 17.0 104 16.0 31 11.2 61.80 245 13. 3 139 11.6 106 16.4 33 11. 9 - 200 439 24.8 345 28.9 94 14.5 29 10.4 5.AGF / 17 ur under 35 1.2 22 1.4 7 .7 4 .c 1S-20 1,263 43.5 826 53,6 288 29. 9 71 14.3 21 -44 1,453 50.0 456 42.6 585 60. 357 72.1 Chr 44 154 5.3 Ii. 2.3 113 R.o 63 12,, 7 CHAPAC l: (4Si : I s 1.1 l'a`tVIIWAS. t 10 ,ItAM ( ots.1 .666-4 s. i;. .416,t U A.....11,(4I Arcs 40 c.f. 5. lees t atAlf ell 0, 01'4all rti.etratAAttHlitt :,1 toCI Ct..II PO! Il73 p--a. 0.10. 2, 90% Nttidilt (ty.4IA(t.if4tie Stu.!. sst All A.A, grt'e All A.S.peg: ye. Tcfintoai tittliple I 'rovants (A.:}.1..tn6tents)

0# t.titX_' -...... 1 entale 1, 361 47.0 716 47.2 4 CZ 46, 4 4. 5 61. L!.17 813 52. 8 511 51, 3 84 95. 5 I..),11t s 1.869 65.0 1.19 75.0 485 50. 5 61 70.1 M .r tied I00.7 35. 0 362 25. 0 476 49. 5 2(. 29. 9 3.Ni. 1,).1:1Iti.:N.i / Nene- 2, 093 72. 0 1, 222 79.4 601 62.4 61 69. 3 Chic 272 9.4 119 7.7 118 12.3 12 13.6 v.0 258 8.9 95 6.2 125 13.0 9 10.2 Three 134 4.6 44 2.9 73 7. 6 4 4. 5 thtn thret 148 5.1 60 3.9 4f 4.8 2 2.3 _4, RAC_ / White 2.3t.7 81.2 1,252 81.4 793 82.4 77 87.5 Islac k 482 16.6 244 16.1 156 16.2 9 10.2 Otlwr 63 2. 2 39 2. 5 11 1, 4 2 2.3

t.41. tune 1.691 59.9 1,151 76.5 348 37.5 63 73. 3 1". rtt n 110 40. I 354 23.5 580 62. 5 23 26.7 rAl Ili le!, / 1-Protesstonal 617 28.6 372 30. 3 172 25.7 20 27.0 Clerical .247 11.4 151 12. 3 64 9. 6 4 5.4 Service 411 19.0 232 18.9 124 18.5 15 20. 3 Farming 109 5.0 52 4.2 45 6.7 2 2.7 Processing 21 1.0 12 1.0 7 1. 0 1 1.4 Machine 77 3.6 35 2. 9 31 4.6 4 5.4 2 2.7 bench 12 0.6 4 .3 6 .9 Structural 220 10.2 134 10.9 58 8. 7 10 13.5 Miscellaneous 60 2.8 30 2.4 22 3.3 5 6.8 4.1 Nurse 40 1.9 18 1.5 18 2.7 3 8 10.8 Retts eft 346 16.0 J Pio 123 18.4 7.FATII) S 1-1112C. / Les s than high s 1.258 4:.0 595 39.7 472 SO. 6 28 31.8 High s 864 30.9 502 33.5 263 28.2 41 4 6. 6 Some college 347 12.4 211 14.1 100 10. 7 10 11.4 A.A. degree 22 0.8 10 .7 10 1. 1 3 3.4 4 -}ear degree 183 6.5 103 6.9 54 5. 8 6 6.8 4 -yva r cita.f.. plus 124 4.4 77 5.1 34., 3...6 8. MOT 1.1 f.1( S (sCCP. I P7c4 e 'atonal 310 13.2 202 15.3 77 10. 3 6 B.5 Clerical 364 15.5 212 16. 1 105 14.0 11 1 5. 5 Service 340 14.4 186 14.1 106 14.2 5 7.0 Farming 11 0.5 6 .5 3 .4 Processing 9 0.4 5 .4 3 .4 Machine 3 0.1 a .2 1 .1 Bench 4 0.2 3 .2 1 .1 Structural 7 0.3 2 .2 3 .4 Miscellaneous 22 0.9 9 .7 11 1.5 a 2.8 None 1,179 50.1 648 49.1 393 52.5 46 64.8 Rel. red 104 4,4. 43 3, 3 46 6, 1 1 1.4 9. MOTHERS ! IX CA TRY; I Less than !ugh school 492 21.4 227 17.7 180 24. 8 16 22.9 Nigh school 1,228 53.4 718 55.9 364 50.1 40 57. 1 Some college 3% 15.5 195 15.2 126 17.3 10 14.3 A.A. degree 34 1.5 22 1.7 10 1.4 1 1.4 4-year degree 158 6.9 100 7.8 39 5. 4 3 4.3 4 rde:rcejr1.4% 33 1. 4 23 1. 8 L 1 10.ROWNI").1 LAG:. I Less than 40 si.ilcso 1,650 68.0 888 65.6 b41 71. 3 37 48. 1 2t In,ls or ft! 778 32.0 466 34.4 218 28.7 40 51. 9 11.l'i!./.*:C11I. / P.. rent 982 46.8 635 51.2 230 37, 6 25 34.2 Self and family 801 38.1 422 34.0 290 47. 5 35 47.9 Closernrent ____....117 1 Sa...... _,AJ141 1 140 13 17.8 12.FAMII Less than 57, 500 642 2 3. 9 344 24. 3 214 23. 5 26 30.2 $7,500 - $12. ono 518 19.3 278 19. 7 177 19.4 19 22. 1 512.000and over 597 22.2 341 24. 1 182 20. 0 20 23. 3 Can't egtimAte 927 34.5 450 3L 8 339 37. 2 21 24. 4 13.1.1-c,tr 3t5 22.7 219 21.0 92 24.7 12 20. 4 340.510 431 2t.,. 7 311 29.8 88 23.6 12 20. 4 14.ft. S. CIA-- , i(A:414 0-40 651 46.2 507 42. 5 344 53. 1 23 35.4 41-60 307 le. 7 203 17.0 104 16. 0 16 24.6 61.80 245 13. 3 139 11.6 106 16.4 15 23.1 n1-100 4)9 2 I. El 345 2s.9 94 14.5 11 16.9 IS. / 17 or under 35 1.2 22 1.4 7 .7 2 Z. 3 18-29 1.263 43.5 826 53.6 288 29.9 . 38 43. 2 21.44 1,453 50.0 656 42.6 5A5 10.7 44 0.0 6-1. 44 144 5.3 if, 2.3 all 4.6 4 4. 4 41

classes than did the average Associate ofScience student. Unclassified Occupational (495 students) This group was characterized bya high percentage (61 percent) of mar- ried students and bya higher than average percentage (24 percent) of black students.Some 95 percent of these studentswere classified as part-time. A high percentage (54.3 percent) of their fathersdid not complete high school. Only 17.6 percent of the students commutedmore than 20 miles daily, and only 15 percent of themwere under 21 years of age.Not all data on this group of students are complete, especially regardingfamily income, scoreson the FTGPT, and rank in high school graduatingclass.Thus, on those factors it would seem inappropriate to make comparisonsor to draw any conclusions. Technical (88 students) Over 95 percent of these students were male, 87.5 percent of themwere white, and their parents' educational backgroundswere better than average. A large percentage of them (51.9 percent) commutedmore than 20 miles daily.On the remaining characteristics thisgroup seemed about average and in effect epitomized the typical Associateof Science student. Law Enforcement (77 students) These students, one-fourth of whomwere female, varied from the norms in several respects. For instance, theenrollment consists primarily of married students (71.4 percent)deriving most of their income fromtheir own employment positions or from governmentsupport programs. Most of the students (88.3 percent)were white, and only 18 percent of themwere under 21. The fathers of these students tendedmore toward service and structural work, t Masai i 1./11 S :0TUDENV: BY !Wit c.4 Y.1 It rag .41)I it ittbi.lettl..ill ra care 4Z %If :it..r st tab.Ali.: 011 1.1.1atite vela, riqty 1:11971

2.9 (.1.11 i 1 iNtIL Set.datit All A. AI'. i're-e Ali A. S.1),1: r e Simple 1't41,11tiql (A. :o ftt.1flih3 s 1. ' 1.111A1 1, 3(-1 47. CI 726 47.2 452 46. 9 19 24.7 V. .1. .1,7 $13 S.l. $ 'it 1 53. 1 1.5 75. 3 ma,k, ..! 1.1169 65. 0 1, 149 75.0 495 50. 5 22 28.6 N' .1,40:17 35. V 382 25.0 476 9.5 71.4 ri4d. i / 2,093 71.0 1.222 79.4 601 1.2.4 31 40. 3 (Nit 272 9. 4 119 7.7 118 12.3 9 11. 7 258 8.9 95 6.2 126 13.0 18 23.4 134 4.1. 44 2.9 73 7.6 13 16.9 NI,: three 1414 60 3.9 4.8 7. 8 . S. 1 4 ltAt_3. / _ tAt. 2, 3S7 81. 2 1.252 81.4 793 82.4 88. 3 482 1/,.6 248 IC. I 15( 16.2 9 n. 7 63 2. 2 39 1.5 11 1.4 .I ! I'S I 1.691 59.9 1.151 76.4 38 37.5 33 43.4 Part -t 1 130 40. 1 344 23. 5 tf) 5 43 56. 6 . FA: if.' Priielt+ional 617 28.6 372 30.3 172 25.7 8 15.1 ..let ical 247 11.4 151 12.3 64 9.6 S 9.4 Service 411 19.0 232 '8.9 124 18. 5 9 17.0 Fa nitwit 109 5.0 52 4.2 45 6.7 5 9.4 processing 21 1.0 12 1.0 7 1.0 1.L. c hint 77 3.6 35 2.9 31 4.6 3 5.7 Bench 32 0.6 4 .3 6 .9 2 3. 8 Structural 220 10.2 134 10.9 58 8.7 7 13.2 Miseellaneotts 60 2.8 30 2.4 22 3. 3 None 40 1.9 18 1. 5 18 2. 7 1 1.9 346 16. 0 123 18.4 13 24.5 7, 3V4.1 1...s C.. Less t1.4n high r .he.' d1,258 45.0 595 39. 7 472 50.6 39 55. 7 Higti 601001 864 30. 9 502 33. 5 263 28.2 21 30.0 Svriie college 347 12.4 211 14. 1 100 10. 7 3 4.3 A.A. degree 22 0.8 10 .7 10 1. 1 1 1.4 4-year degree 183 6.5 103 6.9 54 5.8 6 8.6 4-year deyree - iy 124 4. 4 4 8,MOTiii it's / Prldiessivrial 310 13.2 202 15.3 77 10.3 2 3.4 Clerical 364 15. 5 212 16.1 105 14.0 6 10. 2 Service 340 34.4 156 14.1 106 14.2 12 20.3 Farming 11 6 0.5 .5 3 .4 1 1.7 Processing 9 0.4 5 .4 3 .4 1 1.7 Machine 3 0. 1 2 .2 1 .2 liench 4 0.2 3 .2 1 .1 1 1.7 Structural 0.3 2 .2 3 .4 Miscellaneous 22 0.9 9 .7 11 1. 5 None 1,179 50.1 648 49. 1 393 52. 5 32 54.2 Rtired 4 43 3 3 46 4 6.8 9.6101ill".S I Ot'CAT!C,: Leas than nigh bctims1 492 21.4 227 17. 7 180 24.8 12 24.0 High school 1,228 53.4 718 55. 9 364 50. 1 28 56, 0 Some college 356 15. 5 195 15.2 126 17. 3 8 16.1) A.A. degree 34 1.5 2Z 1. 7 10 1.4 4-year degree 158 6.9 100 7. 8 39 5.4 2 4.0 4 -IPA T ree 33 1.4 3 1 8 10.Ii01'7'.:4 :::' L.C42 thin 2u rniie, 1.650 68.0 888 65.6 541 71. 3 49 73. 1 to 'I? Malr. 778 32.0 481, 34 18 26. 9 11, 3 Parent 982 46.8 635 51.2 230 37.6 11 19.3 Sell and Lrnily 801 38.1 422 34. 0 190 47,5 27 47.4 err 317 15,1 1 19 33. 3 11.3A'ts:: Less than $7, 50,:i 642 23. 9 344 24. 3 214 23. 5 28 37.8 $7.500$12,000 518 19. 3 278 19.7 177 19.4 22 29. 7 $12. 0:J0 and over 597 22.2 341 24. 1 182 20. 0 8 10.8 11't .t$rtuite 927 34.11 450 31. 8 319 37.2 16 21,6 13.I' fi.1,1 365 22.7 219 21.0 431 16.7 92 24. 7 17 41.5 311 29. 8 88 23.6 12.2

04U 851 46.2 507 42.5 344 53.1 34 65.4 41.63 307 16. 7 203 17.0 104 16.0 9 17.3 61-80 245 13. 3 139 11.6 106 16.4 8 15.4 81 ?,45 439 23.8 28. 9 94 14.5 3 1.9 1 A :F. / 17 or under 35 1.2 22 1.4 7 .7 18.20 1,263 43.5 826 53.6 2,41 24. 9 14 18. 2 21.44 1.453 50.0 656 42. 6 5h5 60. 7 57 74.0 r 44 154 '1. 3 3.. 2.3 Pi 1 A. 6 7 . $ 43

and 25 percent of themwere retired. Some 56 percent of the fathers didnot graduate from high school.The mothers' educational backgroundswere stronger, however, and 20 percent of them hadhad some college trainingas compared with 14 percent of the fathers.These students ranked below average in their high school graduating classes, and theirscores on the FTGPT were quite low, with 41.5 percent of them scoring lessthan 150.

IMPLICATIONS TO CENTRALFLORIDA COMMUNITY COLLEGE

As indicated in the precedingreview of data by program and bymajor field of study, therewere several findings that should prove usefulto the college both in its recruiting of studentsand in its relations with the community.For instance, almost 40 percent of thestudents were part-time, andover a third of them were married. Althoughthese facts may not be too surprising,they do indicate that the collegemust tailor many of itsprograms and course offerings to meet the needs ofa sizeable segment of the population that does not attend college on a full-time basis andmay have family responsibilities.

Also, the fact that 44 percent of the students'fathers did not complete high school, compared with 20 percent of the mothers,may indicate that here, as elsewhere, the community college must contendwith family traditions of mini- mum educational attainment.This, of course, is also borne out by thefact that only 25 percent of the fathers and 26percent of the mothers had had any college training at all, and that only 12percent of the fathers and 8.4 percent of the mothers had graduated froma four-year college.Too, only .8 percent of the fathers and 1.6 percent of themothers had graduated froma community college. 44

Although tlu collegeseems to have attracted a sizeable percentage of the students who graduated in the top 20percent of their high school classes, their scores on the ItTGPT show that about 80 percent of themwere below the level attained by the average freshman admittedto the state universities of Florida. With over half of our students enrolled inAssociate of Arts programs it would seem inevitable that many of them will requiremore than two years to complete the Associate of Arts degreerequirements.Traditional methods of instruction may prove ineffective forsome students, and the community college may need to utilize more innovative instructional techniques. With respect to theage of ourstudents, it is significant that only 4.8 percent of them were 45or older, and that only three students,or .1 percent of the total,were 55 or older.There were no studentsover 60. On the basis of this information,and in view of the fact that 22percent of the residents of thecommunity are 55 or older, and 15.5percent are over 60, the college's hoard ofTrustees in May 1974 agreed to permit students aged 60 and over to take, free ofcharge, any credit courses in which there remained sufficient classroom seatingaccommodations. With respect to specificprogram differences it is noteworthy that the black students, who comprise 16.2percent of the college population, tendedto enroll more heavily insome programs than in others.The following tabulation illustrates this fact: e1S Table 19

PERCENTAGE OF BLACK STUDENT ENROLLMENT 13Y PROGRAM OR MAJOR STUDY AREA Program Percent Psychology, Public Affairs, and Social Sciences(A. A. ) 31.8 Education (A.A. ) 25.0 Unclassified Occupations (A. S.) 24.0 Letters, Communications, and Library Sciences (A. A. ) 23.2 Office (A.S. ) 16.4 Mathematics and Computer Sciences (A. A.) 14.3 Interdisciplinary (A.A. ) 12.2 Law Enforcement (A. S.) 11.7 Business and Management (A.A. ) 11.3 Fine Arts and Foreign Languages (A.A.) 11.3 Technical (A.S.) 10.2 Health (A. S. ) 9.2 Physical Sciences, Agriculture, and BiologicalSciences (A.A.) 7.7 Architecture and Engineering (A. A. ) 6.9 Health (A. A. ) 6.8 Agriculture (A. S. ) 0. 0

It should be noted, too, that the parents ofour students did not enjoy, as a group, very substantial annual earnings. Some 24 percent of thestudents reported their family's earnings at under $7, 500and about 20 percent at between $7, 500 and $12, 000.With a third of the students not being able to estimate their family's income, itappears (through extrapolation) that about two-thirds of our students represent family incomes ofunder $12, 000.This, of course, has implications with respectto their ability to send their children to college and would seem to pointup a potential need for increased student aid funds, both public and private.

SUFFICIENCY OF DATA

There proved to besome gaps in the data generated by thissurvey.For 46

instance, missing data were noted on the followingcharacteristics affectingthe indicated percentagesof students (basedon a sample of 2,905):

Table 20

DATA GAPS % Missing Student Characteristic Data Full-time vs. Part-time Major Field 2.9 Father's Occupation 13.8 Father's Education 25. 6 Mother's Occupation 3.7 Mother's Education 19. 0 Round-trip Mileage 20. 8 Source of Financial 16.4 Support 27.7 Family Income 7.6 F`I'GPT Total Score 44. 4 Rank in High SchoolGraduating Class 36.4 (Data on the other four characteristics*...... 1.were complete. ) It should be noted that not all high schoolstudents are requiredto take the FTGPT. Nevertheless, the availablesample covering 56percent of the students seemsadequate for statistical analysis.The available datahave been converted to adjusted frequencies so that foreach factor thecomponents total a full 100 percent. 47

CRITIQUE OF STUDY

It is recommended thatas soon as possible a follow-up study be conducted by the college, utili ?ing datacovering students admitted between 1973and the date of the newsurvey.Efforts should be made toassure the availability of complete data on each student.

The results of thenewer survey then should be compared with those of the present one.Changes in characteristics should benoted and the existence of any trends should be hypothesized.

It would also be helpful if similarsurveys were conducted by other

members of the consortium. Thougheach college's findings should becon- sidered unique, it is possible thata commonality of characteristics with respect to specific academicprograms may evolve, with implications for the entire community college system inFlorida and perhaps el..ewhere.

Of course, each collegeplanning to utilize this module eithershould be prepared to adoptan admissions application much like theone in use at Central Florida Community College,or must devise some other means of obtaining the necessary student data.

The computer program used in conjunctionwith the development of this module is available through theInter-Institutional Research Council and should prove adaptable to the data generated by otherconsortium members. Some of the student characteristicsdata proved considerablymore useful than others. A college planning to implementthis module might do well to question the usefulness of such dataas the number of dependents and the daily round-trip commuting mileage. Also, itmay be that the occupational area for 48

mothers and fathers should berevised to provide a breakdownwithin the broad area of professional, managerial, andtechnical occupations.Too, it would be helpful if the computerpi ogram could be modified to includeaverage data wherever possible,e. g. average age of students,average family income, and average grade on the FTGPT. Suchaverages could be calculated for the entire sample as well as for the Associate ofArts students, the Associate of Science students, and for eachgroup of students enrolled in a specificprogram. Consideration should also be givento modifying the computerprogram so that the data covering all 15 characteristicsas they relate to those students in particular programs could becombined and shownon a separate printout for each of the 16program areas. Under the presentcomputer program the redistribution of data was done manually,a process that required at least two weeks to complete. 49

CONCLUSIONS

RELATIONSHIP TO THE PLANNINGFUNCTION IN THE COLLEGE

There are several ways in which thecollege should be able touse the student characteristics data in its planningprocedures.For instance, it should be possible to identifygroups of potential students presently not being served.Tentatively these seem to include the oldersegment of the population (those over 45), students graduating from highschool in the lower 80 percent of their class, and black students,who now comprise 16.2 percent of the college population but represent 26percent of all local residents. Along with these factors the collegemust remain aware of the economic backgrounds of its studentsas well as of the tri-county population.Whereas the average family income in thearea is about $9, 000 per year, it would appear that only about 30 percent of the students representfamilies with incomes under that figure. Inasmuch as 40 percent of the studentsare now part-time, it would seem that the college should makeevery effort to schedule classes at hours when such part-time studentsare able to attend. Too, in view of the facts that (a)a sizeable percentage of the parents of our students did not complete high school, (b) 28 percent of the adultpopulation completed no more than eight grades, and (c) theaverage educational level of attainment within the area is 11.6years of school, there continues to exist a problem of convincing parents that a college educationmay be desirable for their children.The college, of course, must tailor its recruitingefforts to reflect all of these factors. 50

In view of the kinds of students the college has been receiving, andin light of their socio-economic backgroUnds, it wouldseem highly desirable that a comprehensive study be made of the adequacy of the instructional methods currently being utilized by the college.The study might well includea survey of the instructors with respect to the teachingmethods presently being used, along with their views of the suitability of those methods.Of even greater importance would be a survey of the students in the form ofan opinionnaire, seeking their preferences with respect to variousteaching methods and tech- niques.The opinionnaire should be administeredto diverse student groups, perhaps to as many as six differentones. The findings, then, of student prefer- ences regarding instructional methods and techniques would be relatedto the characteristics of students enrolled in specificprograms to determine if a relationship exists between students with specific characteristicsprofiles and the learning environment preferences of thosesame students.Too, the results from an opinionnaire administered to instructorsregarding the appropriateness of their own teaching techniques and innovationscan be related to the reactions of their students with respect to theiracceptance of the teaching methods being used by their instructors.Thus it is possible that the identification of such relationships will lead to the presentation of instructionalmaterial in such diverse manners that the college will be able tomeet the unique learning needs of students enrolled in specificprograms. Should the learning preferences opinionnaireprocess prove successful in improving instruction, then serious consideration shouldbe given to instituting a program of cognitive mapping. Such programs, ofcourse, tend to be expensive and may require years to implement, thereby suggestingthat a cost-benefits analysis; may prove to bea desirable step before deciding whether a community college, particularly a smallone, should adopt such a program. Short of cognitive mapping, ofcourse, the college might well decide to make more extensiveuse of such techniques as programmed instruction, behavioral objectives, auto.tuto-ial aids,and a more complete learning resources center.Many community colleges alreadyare using these instructional aids, but the identification of studentsor student groups most likely to be receptive to specific aidsmay well enable the college to adopt and utilize such techniques in a much more economical and successfulmanner. Each college must decide which individualsor groups on its campus.are to utilize both the student characteristics data andany supplementary data that may be generated.The improvement of instruction is, ofcourse, primarily an academic function.On the other hand, student personnel services should be apprised of data whichmay aid them in the recruitment and advisement of students.Each college will have to decide how thesefunctions can best be administered and implemented.

ADDITIONAL SUGGESTIONS ON THE USE OF STUDENT CHARACTERISTICS DATA

Already noted above were severalways in which the student character- istics data might be utilized.Of course, there will be some questions regarding the reliability of the data, and thesemay be resolved by surveying the college's students who have been admitted since the completionof the present survey. As a matter of interest, the data generated by theCentral Florida Community College survey should be compared with data obtained fromsimilar surveys to 52 be conducted by other members of the Needs AssessmentConsortium. Already there arc indications thatsome program areas seem to have student characteristics profiles not too unlike thoseof other programs. Thus it may be feasible to consolidatesome of the profiles.Too, it appears that a few of the 15 characteristicsseem to reflect, program to program, less deviation from the student populationnorms than do others. For instance, the deviations on marital status, number of dependents, mother'soccupation, mother's education, and father's occupationappear minimal with respect to at least half of the program areas.On the remaining 11 characteristics, how- ever, there are significant deviations from the norms with respect toover half of the 16 program areas. To besure, each program profile is unique and for the present may best be accepted on itsown merits. As noted above, it seems likely that the college will preferto utilize the student characteristics survey results in conjunction with additionalstudent surveys regarding such factors as student learning environment preferences and the efficacy of cognitive mapping.It does seem likely, too, that the insti- tution will wish to relate its student characteristics data tocensus data to determine in what ways its students differ from the primary populationit serves.Too, the college should already have information on its students which it can relate to the data generated by its student characteristicssurvey. In terms of the manpower needs to be identified by another module of the Needs Assessment Project, it should be possible for the college to ascertain whether some of its programs are overloaded with students, whethersome programs are underenrolled, and whether there are some employment needs of which the college is unaware or which it has not made an adequate effort to meet. 53

SUMMARY

The role of Central FloridaCommunity College in the NeedsAssessment Project was to survey thecharacteristics of 2,905 studentsadmitted to the college between 1971 and 1973.The data, covering 15 personaland socio- economic characteristics,were cross-tabulated against 16programs o- major study areas representing fieldsof specialization for theentire sample. Also, each characteristicwas cross-tabulated against two broadclassifications of students, i. e., those who intendedto obtain the Associate of Artsdegree and those who planned to obtain theAssociate of Science degree. The analysis of the data revealedsignificant differences between the latter two groupsas well as marked profile differences inmost of the 16 major study areas. The informationobtained shouldprove useful to the college in (a) predicting what kinds ofstudents are likely to enroll inspecific programs, (b) identifying significantgroups presently notbeing served by the college, (c) determining whetherallrelevant factors are being consideredby the college in its recruiting efforts, and(d) relating recent enrollmenttrends to the employment needs of thearea.

The student characteristicsmodule should be implementedby other members of the NeedsAssessmentConsortium in order to furthervalidate the process as well as to ascertain whether thecharacteristics of students enrolled in those institutions reflectpatterns similar to those shown by theCentral Florida Community Collegesurvey. BESTCOPY r7:.::!:31E

APPENDIX A CFCC Application Form APPENDIX A 54

to

Dear Prospective Student:

We are pleased to learn of your interest in attending Central Florida Community College. The materials enclosed will assist you in achieving your objective.

Please read all of the materials carefully before you begin any of the forms. This will give you an over -al! view of the information we need, which will enable you to complete the application more accurately, and speed the precessing of your application.

You may not have visited our campus before - or perhaps it has been some time since your last visit. Why not make plans now to visit our campus, talk with instructors in your major field, and talk with some of our students. If you will contact the Admissions Office, we will be happy to make these arrangements.

May l extend my best wishes for your success. If we can be of any assistance in the development of your educational program, please contact us.

rely,

Cssius K. Pealer Director of Admissions BEST COPY AVAILABLE

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. qtr. . . . - - S, 07 ( f . . S.. a- it . 'N..: Fromif. : .,

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L...... gaa.0140 401 44 t gh. . at 4400.4044.....10 . e.F.AA .;1.4414.-444,10,,,041t 1 75 STATE ROAD 200

From Jacksonville From Gainesville Lake City \ 501 +.41

From Tallahassee

Silver Springs

FROM DAYTONA .SCACH

From 1-75 Dunnellon From From Orlando Tampa 56

Pleas itilach pages 1. 1, 3. a and Imp fur your tico,ds.

GENEIAL

.1.0/..Imm.mopownwor cLAsstriro OR DEGREE STATUS UNCLASSIFIED OR NONDEGRLE STATUS

Definition: Any student accepted for Definition: tiny student accepted admi..sion who will &WI/ hours toward for admission who does not the completion of a cc/ faicate. intend to complete a certati diploma, or degree :irograni at CFCC. sate, diploma or degree pro gram. or who is only taking one or two courses for re newel cf teacher cerlibc.ae. adult enrichment, transfer Admission Procedure: to another college, etc. S. Request high school transcript (if returnee omit this step). See instructions on page 5 (detach page 5 and mad or take to guidance office). Admission Procedure:

3. Have other college transcripts for- S. Complete admission application warded. (Applies only to those who pages 5, 8, 9, and 10. have registered for courses at other colleges). 2. Complete residency section (page II). 3. Complete admission application (Pagel 7, il, 9, 10). 3. Submit S5.00 non.refundablo appli. cation fee. 4. Complete residency Section (page 11). 4. Type or print name and address S. Submit WOO non-refundable applies. on enclosed gummed labels (3) Lion fee. use address which correspondence Concerning admission should be sent. 6. Send photograph (application not complete until photo is received), S. Enclose items 1.2.3 4 above 5. Complete enclosed "Summary of Infer. in the attached envelope and Mahon" card. send to Admissions Office.

8, Type or print name and address on enclosed gummed labels (3)-use

address which correspondence con:::- (sing admission should be sent.

9. Enclose Hems 3,4,5,4,7 and I above In attached envelope and send to Admissions Office.

CHANGE OF STATUS

Instructions for a student to change status from "Unclassified" to "Classified" (while enroll*

This may be accomplished by sending the following items to the AdmissionsOffice: ( 1) afi previous transcriels or copy of GE °dieter s, (2) a photograph, and (3) a written request to change your status accordingly. 57

Of Nt RAL INS ORtnA 1 ION (continued)

A, td. nut Tiansctils V, your responsibility to request your ft ansci lets from each high silt lel ittl wile.,runt have affroded Tlit St ..houltS be sent direct's ft urn the scheal to 1t.e C I CC Aiirtils.i.ais Office.

Xeyttiliet,sitation, The I lut Ida Twelfth Grade Placement lest rc t cove td of all students plies to teems abort 1 ti . lest scores are usO to pia voters!. Nur molly these scores are on the MO %chilei li.defrt. f of out of sole steuents it students who base not had the test, a testing date wrtl hr elablesti d An out et...late stiiden1 may submit ACT, SAT, or scores if they Lave such information Students with less than 1)0 on the FTC.PT will be counseled to em oil in the C f CC Basic t duration Pt ogram.

Deadline Oates for Sil'entifting admissions Apptirations:

Fall Term (Term 1) July IS *Veer application is submitted after Sin mg Term (Teem II) December 1 bid deadline date and time does not Summer Terms ( Rim 111A) May 1 enable us to cumplrls year admission. (Term If 11)) June I we will return your application and tee.

ProessirD Your ArptirahunYou can mod RI receive an acknowledgment of your application within five b....Inlays after we have received rt. However, this may take slightly longer as the d.dtine tut admissions aPtilostChell flue to nut heave work load at that time. Our acknowlreinment will include a receipt for your application fee, an in. dication of any papers missing or incomplete or an indication of tentative/14ml ac ceptance.

Upon receiving Huai notice of admission, you will receive information relative to Orion fallen, pre registration, and iegistralion, totheating dales, times, etc., and/or requited testing dales.

Educational_ Planning Sessions . Prior to their tiefreagistration. all new CF CC freshmen end transfer Students sinit a half day on campus. During these f.duc.ttronal Plannin7 Sessions, the newcomers meet with professienally trained counselors to learn 'novels of college life at Central f for Ada and to develop their academic program.

PreRflistralion For Rtt,!nim Students, Returnees who intend to enroll in daytime Courses will be sent iniurnialion regarding course advisement. tfoiminit The college does not operate dormitories, but residents of the community provide housing facilities for students. The 011ice of Student Affad s may be consulted tor available housing lists. The college assumes no responsibility for approving local 'mustily facilities.

Audit Registration . Any student who wishes to enroll in a credit course in a notforcredif Status may contact the Office of Admissions for dates of registration, at which time they Can complete the application and pay the necessary registration fees.

Watt!, Services Health education is an integral part of the student's educational Program and is coordinated by the health counselor. Although the college does not have health facilities. Manton Memorial Hospital in Ocala is adequately staffed and equipped A full time physician, with staff, is Constantly on duly in the Emergency Dvpartment. The students are usually refer red to this facility unless they request otherwise in writing The college attempts to assist tn securing medical and but no legal responsibility exists to provide such aid. Registration implies consent to this procedure.

ADMINIST RAMC OFFICES are open Monday thru Friday, fromi:00to 4:30. College telephone is; 231 2111, Area Code 904,

You may call, write, or come tn for additional information concerningyour prospective enrollment (Admissions, Financial Aid, Records, and Counseling). Office: are Iota I: J on me second floor, College Union.

AI 58 SECONDARY SCHOOL kECORD

ptas(' COMP( Fit' Obi STIONS 1 THROUGH 5

IN; I t:LIC T kips IC) ttrANI .Atter Ct tI,r11. lir .q Section I. ;..101 in to your hint, Saidol PI tncil.Al or Other dolt rented othCi.rt. +Ann will complete forla and ni..it 10 our office,

SECTION I.

1. Student 2. Date Last Name First name Middle 3 Acdress. Street and Number City or Town County State

4. Name of high school. 5 Location City State

INST RUCI IONS TO flIC4 SCHOOLThis turm represent% the minimum intormaiion needed for students entorinq CLNTRAL F01: 10A COMMUNIT Y COLL/ GE.It the student's per milnent record Card already contilins the info,tnaticni included in Section page 6. we wilt accept o mnect copy of th- rrnimind r ecerd card in hew of this torm. The record nit,t include all course failed and .111tour St 's accented ill/411 other schoo4S. In all cases. ptease furnish information required in Set I ton It Mail this form to Admission Ctice. Central Florida Community College. Ocala, Florida ;2674.

SECTION

THE FOLLOWING INFORMATION WILLSE TREATED IN A STRICTLY PROFESSIONAL MANNER-

6 To your knowledge. has the applicant ever attended college' If so, where?

7. Please comment on the special interests, abilities,aptitudes, and achievements of this student.

S. Please cos nment on the ability of this Student to financea college education.

9. it there are needs or problems in this student's backgroundor relationship which might influence college adjustments, please indicate anctio comment below.This information will be used by the counseling statt only. Academic 0 swat Q Family :j Personal 0 Occupational 9 Physical 0 Other

10. From an academic standpoint what is your estimate of this student's capabllitv of doing satisfactory work at this institution? [Doubtful May encounter seine difficulty Average 0 Above average Superior

11. From the standpoint of character, do you think this student would bea satisfactory Citizen of our student body? 0 Yes; 0 No; L] Do not know.

12. Is there further information available that would be helpful ir, handling this individual's application? Yes 0 No. t It yes. please comment on an enclosure or indicate theperson to when, we might write for additional information.)

Signature of Offitlat Title 59

(THIS SLCt ION TO BE COMM. L TEO BY SCHOOL orriciAu

SECTION

CENTRAL FLORIDA COMMUNITY COLLEGE Florida

Name in full Birth Date Sex Last Name First Nome Middle Name Aar F.

Home Address. Number and Street City State

Name ofParc nIorGuardian School accredited by Entered Name of School Was graduated Wilt be graduated Month Year Withdrew Month Year Locairen of School

Class parted' are minutes times a week. weeks a year

Passing mark is. College recommending mark

I. Listyour complete marking system, highestto lowest' Honor marks

2. Total number of credits needed for graduation List other high schools attended

Are nit fadingricdrIcs Check sji all babied. %Atte no %QT1.S far eachyear listed? CLASS RECORD marks ate%sC41. A snit represent* the sled, of a subject a toll athoot Year Mrs f 'So Mdf felall sublet-Is in progress loot or lit e titan pereeh. Grade ttar unit equal toe credit% wart% eiberuise Mooed. Subjectct tee 'sir* ,«Imessti tar tars ban'ear. Year + -)-y VW' (*Unit% costanits for iturrialessav se Melinda. ett. TEST RI CORD en a im ma mu me and Vertu of Teo1 I." Prr tratile IIIIIIIIIIIIIIM111111111111111M1111111111111111 tarnhAttrr to. t esti 1111111111111111111111111111111111111111111111111114 0 iininiNiiIMMINIIIMINIIIIIIIIIIIIIII I

11111111111111111111111111111111111111

CI. Special Lab Periods Yes or No 1 us EM= ON 11.1111111111111111 1111.1111 a 1111111111MIIMI ONNMIMMEMEN.I.

ri.nr00% TmEt.rrn SDK TEAT ticoncs La -a- memicommiges Total .112:21===MUMMI arummilimenouriani Q. Rt. 1111111111111111111111NIIIIIII ADDITIONAL INFORMATION wit Min 111111M1111111111111111111111111110111111.111111111 11111011102 Total Credits Earned di.e *.affable loterpresatsals sf trigs on an eaclossire

Appitcant ranks 0 exactly yam, approximately in a graduating class of students

School computed above rank in class by using official record beginning with grade and ending with semester in graft! 0 Marks weighted as recommended 0 includes all subjects given school credit College preparatory by teASSP and `tAC RAO 0 Major or full thise subjects only Students only

Date Signature Title 60

Pe a Ne complete` and return this f Qt. in enclosed pyttION. APPLICATION FOR ADMISWfit

CENTRAL FLORIDA COMMUNITY COLLEGE Ocala. Florida 32610

Please pi mt with ball point pen. Where appropr late. please chec A 110X. WINIMMIIIIMMIN11NIMMENNIMINMIMIPM1101111 +10.11110 ATTACH PHOTO HERE PERSONAL INFORMATION

1. Please pr int your first, middle and legallost name. Please use only one space for each fetter and separate ynui names withone space. rri= 1 I [71-11--FIF Space below If married. give maiden name for office use only.

2. Print your Social Security Number. if you do not haveone. please contact your nearest Social Security Off ice andMD-L=1-M= obtain one pr lor to tiling this application. Permanent home address. Please use only onespace for each letter and separate names and numbers with one space.

St. ItePox City. State

Zip Cude

area code exchange as number 4. Current mailing address (only if different from addressin No. 3): Please use only one space for each letter and separate mirr es and numbers withone space. St..R1.Pox City. State Zip Code

What date is current mailing address effective? From: To:

5. To which address should correspondence be forwarded concerningyour admission? (Check one) Permanent home address 1 Current "tailing address 6. Date of birth: Month J day-/Year--/ 6.1 1 lI 1 Mo.Yr. 7. Place of birth: City 1 State 2 Country

Male 1 0 Female 2 0

Marital Status: Single 1 0 Married 2 0 Married andseparated 3 0 Divorced 4 0 Widowed S 2",' Di vorced and remarried 60

10.Please list the ages of your dependents:

11. Rate: White American 10 Black American 2 0 merican Indian 3 0 Oriental American 4 0 Mexican American 5 0 Spanish American 60 Puerto Rican 70 Cuban5 12. Of what country are you a citizen?

U.S.Cifizen 1 Citizenship Status: Immigrant Alien 2 0 igive number Exchange Student 3 Foreign Student visa 4 9 Visitor visa 5 0 Diplomatic visa 6 0 Other 0 Foreign National 9 0

14. Have you ever been Convicted of a felony? Yes No 0 61 'LE

Space below for office use only.

PRI. VIUV5 EDO( r.1 ION

15. Please give the name and address of high school last attended (Separate words with IS. spaces): Name t---T City S. State Zip Code

16. Dale of graduation. or expected date, from high school! Mo. Yr. 17. It you did nut gr advate from high school but have on adult h.oti school diploma ter G E D.. Mo. Yr. check here . (If you are applying for clx.r.itied or dc..iree status, you wilt need to enclose a copy of yetis- d.picima with this application). 17. 18. List ail colleges universities you have attended including previous attendance at CF CC. 181. Please list I..t c attend.d trr.t. In sum case a stodint may register for a course and 1-1- II I It only attend a short per iod of time without receiving credit ; however, if is stilt necesvat y that 181. this college/university be listed. u_.1III1_11 From to G iDegree.s 'e T y e of 183. Name City 8 State me.yr.nioyr. any u_i 184. 111111111111111111111 No college

185. IIIIIIIIIIIIII 111 date 19. Are you eligible to return to the college you last attended? Yes No- 1864 I I J.C. ATTENDLi 20. Are you on academic probation from the last college you attended? Yes No- 187.1 1 1 J.C. DEG. 21. Have you previously applied to CFCC as a credit student? Yes - (Ifyes. please give term: academic year:

22. Have you previously taken courses as an audit student at CF CC? Yes No r- MILITARY SERVICE INFORMATION 23.Selective Service Number Ll. I LLi-L I 23. 24. Are you Currently in the service? Yes 1 L.) No 20

25. If yes, do you intend to apply for an "early Gut"? Yes 10 No 2 0 (If yes, enclose name and address of ot freer in cnarge of this Process)

26. Have you been in the service? Yes 10No 2 r..."1 If yes, indicate the dates 26. L.J of service and type of discharge

ENROLLMENT PLANS FOR CREDIT COURSES

27. Please indicate term and academic year in which you with to begin your enrollment. 27. II II Mo.Yr. Fall Term I 8 0 Spring Term 11 1 Summer Term 111A 5 0

Year Summer Term IIIB 6 0

28. Your enrollment is for: (1) Full-time (generally 4 courses or more) 0 28.Lii (2) Part-time (generally 3 or less courses) 0

What time period would you like to fake most of your courses? 1. Mornings (8.00 12100) 0 2. Afternoons (12:00.5:00) 3, Evenings (5:00-9:30)0

29The program or malor field of study which you wish to enroll is: 29.1, l J L 1

(1407 E BACK PAGE FOR LIST OF MAJORS)

30. Davey intend tc complete a: Associate of Arts Degree 1 0 Associate of Science Degree 2 0 20. L...1 Certificate Program 3 0 Diploma Program a 0 Undecided 5 0 None of these 6 E.;

31. lam applying for: regular admission early admission 2 high school non-degree 3 0 teacher certification 40 transient status 5 0 adult enrichment 6 0 r, -rat 62

1 Cernpitts. and returnMI5 pillje. in enCle..Cderovvoopp

Space below .FAt.ill.Y 1111oamATiou fro gulrvd of all applicants). for office use only.

32. tattooes Name in Full Mother's Name in Full

33.Li 33. Living? Yes I L.1 No 2 Ll 40. Living? Yes 1 0 No 2 37.1I I I 34. Place of Birth 41. Place of Birth 38.1 1 1 35. Present mailing address. 42. Present muting address: 40.0

44.L1 II 36. Home Phune Number 43. Home Phone Number--- 45.1 1 37. Occupation/Business- 44 Occupation/Business 47.LI 38. Ifis,hest level of Education 45. Highest Level of Lducation- - -

39. Year graduated 46. Year graduated-

47. Parents marital status'

e8. Ages of brothers and sisters at home, who arc older than you younger than you

49. Legal guardian other than parent: (required It applicable)

Guardian's Name in Full 50. Present address

51. Occupation /Business

52. Telephone-

53. How long has heiikhe been your guardian? Relationship

SC How appointed HEALTH INFORMATION 55. Du you have, have you haO, or are you now under treatmentfor any of the following con chtions? (Please check the appropriate box for each.) If you check a "yes" response, please indicate by a "yes"or "no" response under the 55. U column "As>istance may be necessary." Your responses willhave no bearing on your ac- eeptance to the college, but is designed to help you. Amilsiance ass, be r% o AlrrtiTry Atfteita t:ri rite ,g. I itstcp 10131111A44._... Frupr ., ifrJris 4 difficult, itemiier,si- iIrtuttrIeIt.t I fritter Wirt tiiu. %luny 11,14.1 Val 'OW0041114'frrf .111. lettereIsteno, total if le eu oh, . - itc,rtr ise tpri et,t firrt,rt-i ;ling t)pr. 14VbfCi. term.rte

56. Please list all prescribed medications you are taking:

Please list any surgery you have had in thetas! five years:

57. Person to be notified in case of illness or emergency if other than paw named in response 32 or 49 Name Relationship

Address Phone (.13 Lk-S1 LOHtel,!,111 4BLE

Spaces below S fin". Kr i1. .St'.?:!Ji DAT:. for office the following mfortriot.on is tseing collected mainly tipor. hstical siurpet,es, this material eniqq.% tht co!iec.. use kfino., old terve its sti. ittiits h-tter.I het t rn t10 One OP IWC) CPPstions only. you do not wish to ansiskr and this may be accomplished simpt) by makingnoresponse.

58. Employment die ine (FCC attendance: 64.Please indicate sources of financial 1. I do not ant, ip..re working Support for meeting college expenses 2. Cl lanticilsate %sucking aticut hours per week. Indicate the greatest per cent of 3. 0 Unknown. support with a No. 1. second larg est with No. 2. etc. 1. LI Parent contribution 59. 'transportation: 2. 0 Self and Family (ex eluding 1. CjI will drivemy own car, parents 1 2. :Ji will strive she lomsly car. 3. 11 Social Security Benefits 3. f;,', 4.nG.I. Bill I will ride with a friend. 59. 4. F!I wilt v.411%. S.(.1Disabled Veteran 5. Cl Paler. 6. L) War Orphan or child of dis 6. 0 Unknown. abled veteran 7. V.A. Pension Benefits 60.Round trip mileage you wilt have to S. 0 Other sources of f in racial support (please describe) travel each day in attendance at CF CC: 60. 1. LI less than 1 mile 2. (11 to 5 miles 3. Li 6 to 10 mites Ow. 4. (1 11 lo 70 miles 9, 0 Unknown at this time 5.J 21 to 40 miles 67. 6. 13 41 to 65 miles 65.housing Oohs while at CF CC: 7. (.1 bete 100mileS 1. Li with parent or guardian 8. 1.1101 to 150 mites 2. [3 with other relative 63. 9. i2 Unknown 3. private apt. or duplex 4. n mobit4nodular home 61.Total number of adults (including 5. C) own horn 64.1--.1 married members under 21) living 6.3 private room In same residence as you: 7. U other D unknown 651--J 62.Religion: 1. (e Buddhist 13. () Disciples of Christ 66.Please estimate family income (or 3, Catholic 14. u Society of Friends your own income if married, self 3. 0 Jewish (Quakers) supporting): 6E.Li 4 Moshm 1SrChurchof Jesus 1. Below 53.000 5. LIProtestant Christ of the Latter 2. 1 53.000 lo 55,999 6. 0Baptist Day Saints (Mormons) 3. El s6.000 to 57,99 87. Li 7. United Methodist 16. ClChristian Scientist 57,500 to 58.999 17. f;,) S.0Episcreal Greek Orthodox 5. 59,000 to 511.999 9. 1.7Lutheran 18. Other r 6. 512,000 to 519.499 10. Cl(retied Presbyterian19. None 11. United Church of Christ 7. 0 Above 570.000 12. Church of Christ IL 0 Cannot estimate

63. Plans atter completing course work at CFCC: A. I intend to work 67- Languages spoken et home: 1. 0 in Ocala 1. U English only 2. in Mar ion County 2.0 English is the main language 3. In Florida but the following is also 4. L,f in Southeast spoken. 5. unknown 3. 0 English is secondary with the following being the main 13, I intend to transfer to: language:

C. Marriage D. 0 Military Service E. t3 Unknown F, 0 Other

Please do not write in space below Please do not write in space below Datereceived 69. H.S. Acc.L...) $5 Rs Paid By CK CA MO 70. M.S. Rank1 1 1' 1.1.1j.J-LJ 71. Dip. Ty.L.J 72 CountyL.LJ 73 StateW Receipt No. 74. Apt Lij EhLUSSU_JNSLUMSUJ Date 75.vt_j_joLURIL, j 76. Tolatt....114 77. Status' PEl Fee Ciassj,,,,,,,/ 79 Prob.L...1 Fee Class

Comments: Initials Complete and 64 return this page In the enclosed envelope

c..iiiroto raw scfein nrrINtlION OF rtonioA RESIDE NT For purfue,i, of di.terniloing mattwulation tees applicants are classified as forinjor Nun Flur irtastud. ,ri:. f1/4 ''r .f l'..0111. WIv)1-.rlifiqi rot rho and ho-, r. : 1 in if 1. ra..a1,4noi cot dmt., , re, J...lro_t!.. otid after acaiffIfnittla age of le tiov, ver, 1:1.31 d:1)1,1 Wit cannot 11,41111colitattlOtit; rsaterice iii t Iur seta tif cult/out iimniiment many college or university in the S TATE Of rLollui far the reiptIreci perked

ALL APPLICANTS W140 DO NOT QUALIFY AS FLORIDA RESIDENTS PRIOR 101ItLIR REGISTRAI ION WILL BE CLASSIF IL D AS NONFLORIDA STUDENTS.

If the applicant is 18 years of age or older, or Is married, the residence requirement must be satisfied by him p?rsonaily; and affidavit No I should he executed atm dinghy. If the applicant is uncior 18. ti.e porents or legal guardian must ..atisly the residence recluirt-nent; and af f idavit No 2 sbould r ocuted by the parent or guardian acceroingl v. If the affidavit is executed by sornctne other than the minor's parent and eithr_*r parent is still living, please forward along with this affidavit a copy of the court Order assigning guardianship.

An affidavit should be compfuled so as to reflect resident status prior to the applicant's registration. 0:casoonally, an applicant's status will change eat,: enrollment and a notarized statement, i.e., affidavit No. 1 or No. 2, must be completed and returned to the AdmissionsOffice.

If you believe you have extenuating circumstances and are uncertain as to your classification, please complete the most appropriate affidavit, describe your circumstances in a letter and submit it with your application.

AFFIDAVIT NO 1 FOR APPLICANTS 1,______, being first duly sworn, on my 18 4.)8 OLDER or oath, say that I am eighteen years of age or older, or married, and that I ar MARRIED a bona fidecitizen and resident of the State ofFlorida, County of EXECUTED BY , since (mo. dyyr.1 and entitled as APPLICANT such to admission to Central Florida Community College upon the terms and conditions prescribed for citizens of the State of Florida.

Sworn to and subscribed before me this ------drty of 19

Student's signature in ink in Notary Public signature presence of Notary Public

INMPONOMP being first duly sworn, on my oath, say thatI am a resident of the State of Florida, County of , since (rno.dayyr.) and that I am the Father /Mother /Guardian Of who is under the age of eighteenyears and who has applied for admission to Central Florida AFFIDAVIT NO. 2 Community College and say that such applicant is a bona fide citizen TO BE EXECUTED and resident of the State of Florida and is entitled as such to admissionupon the BY PARENTS terms and conditions prescribed for citizens and resident.; of the State of GUARDIANS FOR Florida. APPLICANTS UNDER 18 Sworn to and subscribed micro me this day of , 19

Father/Mother/Guardian signature Notary Public signature in ink in presence of Notary.

lam not qualified for classification as a resident of Florida, as my stale of STATEMENT OF NONFLORIDA residence is RESIDENT Signature in Ink 65 r ti E C (

:01

VOltiOld Inapt) tut Roe .0 *if 303-110, A1ainww0D 1/012fOld 1V2l.I.N33

The following is a partial listing of offerings available at CF CC. This fist Is subject to change and it should be remembered that our programs are not limited to this list,

TRANsrER CAREER PROGRAMS ASSOCIATE OF ART5 DEGREE ASSOCIATE OF SCIENCE DEGREE (2 years required) (2 years required) Agriculture interior Design Anthropology Journalism and Advertising Agribusiness Technology Architecture PreLaw Building Construction Technology Art Liberal Arts Church Music Biology Library Science * Civil Engineering technology Building Construction Marine Biology Corrections Technology Business Admin.s:stion Mathematics Design Drafting Technology Business Education Medical Technology * Electronics Technology Business Management Pra.Medicine General Business Chemistry Music Education Law Enforcement Technology Criminology Nursing ES Medical Secretary Conpoter Programing Occupational Therapy Management PreDental Pharmacy Nursing RN Economics Physical Education *Radiological Health Technology Education Physical Therapy Secretarial Science Elementary Education Political Science Data Processing Secondary Education Psychology Engineering Public Relations English Religious Education CERTIFICATE PROGRAMS Foreign Isnguage Science Forestry Social Studies Cosmetology (1 year required) Geology Social Welfare Stenographic History Sociology Police Recruitment Training (300 hours) Home Economics Speech Data Processing Humanities Statistics Drafting Processing Industrial Arts Veterinary Science Machine Shop Practices (300 hours)

* Those Associate Degree Programs marked with an asterisk, are offered as Diploma Programs having fewer courses required for completion. APPENDIX B A Practical Application of Student CharacteristicsProfiles APPENDIX B 66

A PRACTICAL APPLICATION OFSTUDENT CHARACTERISTICS PROFILES

During the summer of 1974 there occurredan experimental of

student characteristics profilesat Central Florida Community College.The purpose of the experiment was to ascertain the possibleeffect of such profile data on the faculty's perceptions of theadequacy of the instructional tech- niques then being used.

Through the efforts of the director c.f theNeeds Assessment Project and the Student Characteristics Moduleproject officer, the computercenter at the University of Floridawas able to prepare a student characteristics profii, for each credit class being offeredby Central Florida Community College during Term III-T3, 1974.The profiles included data coveringthe same 15 characteristics utilized in the initial 1971-73survey, plus a complete analysis of the nine parts of the FloridaTwelfth Grade Placement Test.

The profiles were distributed to theinstructors along with an explan- ation of how to interpret frequency distributions.Also, each instructorwas provided with one or more of the 1971-73group profiles relating to the areas in which the instructor currentlywas teaching.Prior to the conclusion of the term each instructor was asked to completea questionnaire (See Appendix C) designed to determine the applicability of thedata, the effect which the data seemed to have on his teaching techniques,and the completeness of the data in terms of what the instructor felt he neededto know about his classes. After the data have been analyzed,some conclusions, at least tentative ones, 67 will be reached regarding the usefulness of student characteristics profiles in the choice of alternative teaching strategies. Every college has as one of its primary goals the improvement of instruction within the institution.In conjunction with the continued realization of such a goal the college must provide its instructors with as much useful data and information as it can.Thus, the primary purpose of this experiment was to ascertain whether student characteristics profiles, when given to instructors at the beginning of a term, would suggest a choice of teaching strategies best suited to the characteristics and probable learning preferences of each class. It is recognized that not all faculty are amenable to making changes in their teaching techniques, which in many instances have varied littleover the years.Yet there are many instructors who would be willing to adapt to the needs of their students, if those needs could be identified through theuse of student characteristics profiles.Such profiles represent what may be a significant link between the uniqueness of student groups and the improvement of instructional techniques in reaching such diversegroups. ct

APPENDIX C Questionnaire on Student Characteristics Profiles

UNIVERSITY OF CALIF. LOS ANGELES

DEC 1 H74

CLEARINGHOUSE FOR JUNfOrz COLLFGE INFORMATION APPLNDIX C 6 8

. N ;

QUI:STIONNAlitlf. UN STUDENT C?I'ARACTERISTICS PROFILES

1. Did you understand the data? Yes No 2.Would you have liked someone to explain the data to you? Yes No

3.What did you do with the profile data after you received it?

4.As a result of having received the data have you modified your teaching tech- niques in any way? Yes No Please describe briefly any changes

5.As a result of having received the data, are you considering making any changes in your teaching methods? Yes No 6.Do the datasuggest a need for any of the following instructional changes: (a)More help for individual students Yes No (b)Self-paced instruction, with each student progressing at his own pace Yes No (c)Increased tutoring Yes No (d)More laboratory time Yes No (e)The use of more audio-visuals YesesNo (f)Taped lectures for review purposes Yes No (g)More individual study projects Yes No (h)Increased class discussion Yes No (i)Less class discussion Yes No U)Overall, a greater variety of instructional methods Yes No 7.Other than in teaching methodology, do the data suggest any other desirable changes in the relationship between you and your students? Yes No If yes, please specify

8.Were there any data which you did not find particularly useful? Yes No It yes, please specify

9.Were there additional data you would like to see included inthese profiles? Yes No If yes, please specify

10.Would you like to continue to receive information of this type atthe beginning of each term? Yes No

Your name, please 69

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